1006

Massachusetts Science and Technology/Engineering Curriculum Framework
October 2006
Pre-KindergartenHigh School Standards as adopted by the Board of Education in 2001 (PreK8) and 2006 (High choo!) and Updated Resources
Massachusetts Department of Education "#0 $ain treet% $a!den% $& 021'8 (81)""8)"000 ***+doe+,ass+edu
-his docu,ent *as prepared by the $assachusetts .epart,ent of Education .r+ .a/id P+ .risco!!% 0o,,issioner of Education Board of Education Members $r+ 1a,es &+ Peyser% 0hair,an% $i!ton $s+ &nn 2ea!e% 3ice)0hair,an% Boston $r+ 0hristopher &nderson% 4estford $s+ Harneen 0herno*% 1a,aica P!ain .r+ Patricia P!u,,er% 0hance!!or% Higher Education% Boston .r+ 2oberta 2+ chaefer% 4orcester .r+ &bigai! $+ -hernstro,% 5e6ington $r+ Henry $+ -ho,as% 777% pringfie!d $r+ -re/or 8rederic9% tudent &d/isory 0ounci!% 7ps*ich .r+ .a/id P+ .risco!!% 0o,,issioner and ecretary to the Board
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Table of Contents
Commissioners Foreward......................................................................................................iii Acknowledgments....................................................................................................................v Organization of the Framework................................................................................................1 Philosophy and Vision P rpose and !at re of "cience and #echnology$%ngineering.....................................& 'n( iry) %*perimentation) and +esign in the Classroom............................................., - iding Principles.....................................................................................................1. "cience and #echnology$%ngineering /earning "tandards %arth and "pace "cience............................................................................................0. /ife "cience 12iology3...............................................................................................41 Physical "ciences 1Chemistry and Physics3...............................................................51 #echnology$%ngineering............................................................................................61 Appendices '. ''. Pre7 thro gh 8igh "chool /earning "tandards Organized 9y "trand and 2road #opics..................................................................................1:. Additional /earning Activities for -rade Pre7 thro gh -rade 6.....................11; #opics for "t dy..............................................................................................10. 'V. "afety Practices and /egal =e( irements........................................................10; V. +issection and +issection Alternatives in "cience Co rses< Policies and =eso rces for >assach setts P 9lic "chools...............................1.. V'. C rric l m =eview =eso rces.........................................................................141 V''. Criteria for %val ating 'nstr ctional >aterials and Programs in "cience and #echnology$%ngineering..............................................................14. =eferences -lossary of "elected "cience and #echnology$%ngineering #erms.........................14& "elected 2i9liography..............................................................................................1;1 "elected ?e9sites for "cience and #echnology$%ngineering %d cation..................1;. '''. 8istorical and "ocial Conte*t for "cience and #echnology$%ngineering<
Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006
Commissioners Foreword
+ear Colleag es) ' am pleased to present to yo the 0::5 pdated Massachusetts Science and Technology/ Engineering Curriculum Framework. #his Framework artic lates statewide g idelines for learning) teaching) and assessment in science and technology$engineering for the Commonwealths p 9lic schools. 'n @ ne 0::;) science and technology$engineering was added to the states Competency +etermination. ?e took this opport nity to clarify the high school standards and pdate the Framework te*t and reso rces. #he Pre7A6 standards have not changed in content from those presented in the 0::1 Framework. #he 0::5 pdated Framework incl des the following key changes< =evised high school standards approved 9y the 2oard of %d cation in @an ary 0::5) which incl de< o Clear learning e*pectations for each co rse o "cientific 'n( iry "kills standards) integrated into each co rse o >athematical skills necessary for a solid nderstanding of each co rse Additional high school vignettes to ill strate standardsB9ased classroom lessons %limination of the twoByear integrated science co rse in grades , and 1: >inor edits for content acc racy to fo r Pre7A6 standards A new - iding Principle disc ssing the importance of literacy skills in learning content 'ncl sion of the Octo9er 0::; Alternative +issection Policy and related reso rces =eformatting of the 2road #opics appendi* to facilitate c rric l m alignment %*pansion of the safety and legal appendi* to highlight reg lations applica9le to science and technology$engineering classrooms %dits of the Framework te*t to ass re coherence and flow thro gho t the doc ment ' 9elieve a strong nderstanding of science and technology$engineering is important for every st dent in the Commonwealth. Any st dents a9ility to effectively contri9 te to her or his comm nity is greatly enhanced 9y achieving proficiency in these areas. #he Commonwealths economy and contin ed ( ality of life depends on o r a9ility to recr it st dents into these fields. ?e will contin e to work with schools and districts to implement the elements of this Framework and actively engage st dents in science and technology$engineering learning in the classroom. #hank yo for yo r ongoing s pport and for yo r commitment to achieving the goals of ed cation reform. "incerely) +avid P. +riscoll Commissioner of %d cation
iii
Acknowledgments
#he 0::5 Massachusetts Science and Technology/Engineering Curriculum Framework is the res lt of the contri9 tions of many ed cators across the state to the 0::1 Framework and) more recently) to the 0::5 revision of the high school standards. 2eca se of the 9roadB9ased) participatory nat re of the revision process) this doc ment cannot reflect all of the professional views of every contri9 tor. 't reflects instead a 9alanced synthesis of their s ggestions. #he +epartment of %d cation wishes to thank all of the gro ps that contri9 ted to the development of these science and technology$engineering standards< the "cience and #echnology$%ngineering =evision PanelC the >athematics$"cience Advisory Co ncilC the #echnology$%ngineering Advisory Co ncilC gradeBspan teacher gro psC professional ed cational associations and organizationsC and all of the individ al teachers) administrators) scientists) engineers) science ed cation fac lty) and parents who took the time to provide tho ghtf l comments d ring the p 9lic comment period. 2006 CONTRIBUTOR
Science and Technology/Engineering Advisors and Contri utors =ay 2elanger) Algon( in =egional 8igh "chool +on 2Eorn) " tton P 9lic "chools -erry 2o drea ) =etired >oni( e Cafarelli) " tton 8igh "chool @oseph Clement) 2everly 8igh "chool Charles Corley) ?inchester P 9lic "chools "teven Cremer) 2raintree P 9lic "chools >arilyn +ecker) 2oston P 9lic "chools "ara +i-iorgio) "hrews9 ry 8igh "chools #ony +i/ na) ?o9 rn >emorial 8igh "chool 2radford -eorge) "tow P 9lic "chools 8elen -i9son) 8olyoke P 9lic "chools =ichard 8olland) 8arvard Fniversity !aila @irman s) "a9is 'nternational Charter "chool 'onnis >iao lis) > se m of "cience 2oston !icola >icozzi) Plymo th P 9lic "chools Peter !assiff) 2 rlington 8igh "chool Clark !eily) >alden 8igh "chool =ichard Pascal) 01st Cent ry =enaissance %rline Provost) "pringfield P 9lic "chools 2r ce =awley) >ill9 ry 8igh "chool ?illiam =igney) >arl9oro gh 8igh "chool Carla =omney) 2oston Fniversity) City /a9 @oel =osen9erg) > se m of "cience) 2oston =o9ert "iggens) "omerville P 9lic "chools Cary "neider) > se m of "cience) 2oston "tephen Coerte Van Voorhis) "haron P 9lic "chools #homas Va ghn) !ortheastern Fniversity and >iddlese* Comm nity College Peter ?ahlstrom) G a9oag =egional >iddle$8igh "chool
Department of Education Staff "alvatore 2eatini) "cience #est +eveloper @oyce 2owen) "tatewide "cience Coordinator Catherine 2owler) Administrator) "cience and #echnology$%ngineering #est +evelopment Per Christiansen) "cience #est +eveloper "arah Do nkin +aniels) %d cational "pecialist @aco9 Foster) +irector) "cience and #echnology$%ngineering 2ar9ara /i99y) +irector) Office for >athematics) "cience and #echnology$%ngineering @effrey !ellha s) +ep ty Commissioner 7atherine =ichard) "tatewide >ath "pecialist Philip =o9akiewicz) +irector) >CA" #est +evelopment =hoda %. "chneider) -eneral Co nsel /isa #yrrell) "cience Assistance "pecialist Petal ?alker) /egal 'ntern
200!
CONTRIBUTOR
!""# Contri utors $cont%& @oan 7adaras 7enneth 7layman /iz 7ramer @effrey /ockwood =. +erric /owery #homas >accarone @ames >ac!eil Anne >arcks >aria >cClellan Patricia >c-ranahan !icola >icozzi) @r. 2ar9ara >itchell Peter !assiff " rindar Paracer Patricia Partridge Connie Patten 2r ce =awley 7aren =ose @anice =osen9erg >elissa !.-. =ozenwald Anthony = scito 7atherine = ssell Carol "hestok "tephen "mith =o9ert "taroh "cott "tarratt =osemary "tewart =o9ert #illing =o9 #raver "tephen # lli "tephen Coerte Van Voorhis #homas Va ghn /inda ?e9er @oel ?eintra 9 Clifton ?heeler "tephanie ?ilson ?inston Delland " san Hendzian
Department of Education Staff 8illel 2rom9erg " san Cote 2ar9ara /i99y @eff !ellha s #homas !oonan Dvonne "picer "andra "totsky Science and Technology/Engineering Advisors >artha Cyr -erald +egnen Vikki -ins9erg 'oannis >iao lis %rik = shton >andana "assanfar Peter ?ong !""# Contri utors +avid Angelli 7evin 2aker =ichard 2arrette =ichard 2ickford Catherine 2otsfordB>ilne +avid 2o vier @oseph 2 ckley) @r. @ohn 2 rns Charles Corley ?illiam Cosenza) @r. "tephen Cremer 8oward +immick @ane +odge 2rian Fay +orothy Flanagan +iane Francis =osanne Franco @ohn Pa l -alloway 2radford -eorge =een -i99 Owen -raf Anita 8onkonen %llie 8orowitz =ichard @oseph
#he Massachusetts Science and Technology/Engineering Curriculum Framework is availa9le online at the +epartments we9site 1www.doe.mass.ed $frameworks$c rrent.html3. #he downloada9le files are the same as this printed version. Feed9ack) comments) or ( estions are welcome. Please contact the Office of >athematics) "cience) and #echnology$ %ngineering at mathsciencetechIdoe.mass.ed or 1&613 ..6B.4;5.
Organization of the Framework
Organization of the Framework

#his 0::5 Massachusetts Science and Technology/Engineering Curriculum Framework provides a g ide for teachers and c rric l m coordinators regarding specific content to 9e ta ght from Pre7 thro gh high school. Following this Organi ation chapter) the Framework contains the following sections< "hi#osoph$ and %ision #he !hiloso"hy and #ision chapter of the doc ment provides general information in the following areas< #he !ur"ose and $ature o% Science and Technology/Engineering section descri9es how science and technology$engineering interrelate. #he &n'uiry( E)"erimentation( and *esign in the Classroom section descri9es in( iryB9ased instr ction and lists in( iry skills. #he +uiding !rinci"les artic late ideals of teaching) learning) assessing) and administering science and technology$engineering programs. cience and Techno#o&$'En&ineerin& (earnin& tandards After a 9rief history of how the learning standards in >assach setts were developed) the standards are presented 9y strand) grade span) and s 9Eect area topic. The Strands #he learning standards are gro ped into fo r strands< %arth and "pace "cience /ife "cience 12iology3 Physical "ciences 1Chemistry and Physics3 #echnology$%ngineering %ach strand section 9egins with an overview of the strand. +rade S"ans and Sub,ect -rea To"ics %ach strands learning standards are gro ped into fo r grade spans< -rades Pre7A0 -rades .A; -rades 5A6 8igh "chool /earning standards are s 9Bgro ped within each grade span nder s 9Eect area topic headings that are specific to that grade span. 'rade (re) through 'rade * /earning standards for grades Pre7A6 are presented in ta9les that incl de ideas for gradeB appropriate classroom investigations and learning e*periences for each standard. At grades Pre7A0 and .A;) for all strands e*cept #echnology$%ngineering) these ta9les also incl de s ggestions for related learning e*periences in technology$engineering) and reference the Pre7 thro gh grade ; #echnology$%ngineering learning standards. 'n the #echnology$ %ngineering strand) the grades Pre7A0 and .A; ta9les list learning standards only.
At grades 5A6) s ggestions for learning e*periences in technology$engineering are incl ded in the ta9le with the grades 5A6 #echnology$%ngineering learning standards. At least one detailed vignette is provided within most strands) titled J?hat 't /ooks /ike in the Classroom)K to ill strate how to teach one or more gradeBspecific learning standards within that strand. Additional activities to ill strate and teach the grade Pre7 thro gh grade 6 learning standards are s ggested in Appendi* ''. ,igh School -ntroductory Courses #he 0::5 revised high school learning standards listed in this Framework artic late the e*pectations for the following introd ctory co rses< %arth and "pace "cience 2iology 1/ife "cience strand3 Chemistry 1Physical "ciences strand3 'ntrod ctory Physics 1Physical "ciences strand3 #echnology$%ngineering ?ithin each high school co rse) two types of learning standards are provided< content standards in section ') s mmarized in one or more Central Concept statements) and f rther s 9Bgro ped nder s 9Eect area topic headings new "cientific 'n( iry "kills 1"'"3 standards in section '' "ection ''' of each co rse presents a list of mathematical skills st dents sho ld have the opport nity to apply in that co rse. A J?hat 't /ooks /ike in the ClassroomK vignette follows the mathematical skills section for most high school co rses. For #echnology$%ngineering) additional s ggested learning activities related to each s 9topic are listed following the J?hat 't /ooks /ike in the ClasroomK pages. )ppendices #he following appendices provide c rric lar reso rces to s pport instr ction at all grade levels< '. Pre7 thro gh 8igh "chool /earning "tandards Organized 9y "trand and 2road #opics ''. Additional /earning Activities for -rade Pre7 thro gh -rade 6 '''. 8istorical and "ocial Conte*t for "cience and #echnology$%ngineering #opics for "t dy 'V. "afety Practices and /egal =e( irements V. +issection and +issection Alternatives in "cience Co rses< Policies and =eso rces for >assach setts P 9lic "chools V'. C rric l m =eview =eso rces V''. Criteria for %val ating 'nstr ctional >aterials and Programs in "cience and #echnology$%ngineering References #he glossary) 9i9liography) and ?e9 pages in the .e%erence section incl de selected reso rces for se in implementing this Framework effectively in the classroom.
Philosophy and Vision
Purpose and ature of !cience and Technology"#ngineering

The "urpose of cience and Techno#o&$'En&ineerin& Education 'nvestigations in science and technology$engineering involve a range of skills) ha9its of mind) and s 9Eect matter knowledge. #he p rpose of science and technology$engineering ed cation in >assach setts is to ena9le st dents to draw on these skills and ha9its) as well as on their s 9Eect matter knowledge) in order to participate prod ctively in the intellect al and civic life of American society and to provide the fo ndation for their f rther ed cation in these areas if they seek it. The Nature of cience "cience may 9e descri9ed as the attempt to give good acco nts of the patterns in nat re. #he res lt of scientific investigation is an nderstanding of nat ral processes. "cientific e*planations are always s 9Eect to change in the face of new evidence. 'deas with the most d ra9le e*planatory power 9ecome esta9lished theories or are codified as laws of nat re. Overall) the key criterion of science is that it provide a clear) rational) and s ccinct acco nt of a pattern in nat re. #his acco nt m st 9e 9ased on data gathering and analysis and other evidence o9tained thro gh direct o9servations or e*periments) reflect inferences that are 9roadly shared and comm nicated) and 9e accompanied 9y a model that offers a nat ralistic e*planation e*pressed in concept al) mathematical) and$or mechanical terms. 8ere are some everyday e*amples of patterns seen in nat re<

#he s n appears to move each day from the eastern horizon to the western horizon. Virt ally all o9Eects released near the s rface of the earth sooner or later fall to the gro nd. Parents and their offspring are similar) e.g.) lo9sters prod ce lo9sters) not cats. -reen is the predominant color of most plants. "ome o9Eects float while others sink. Fire yields heat. ?eather in !orth America generally moves from west to east. >any organisms that once inha9ited the earth no longer do so.
't is 9eyond the scope of this doc ment to e*amine the scientific acco nts of these patterns. "ome are well known) s ch as that the rotation of the earth on its a*is gives rise to the apparent travel of the s n across the sky) or that fire is a transfer of energy from one form to another. Others) like 9 oyancy or the ca se of e*tinction) re( ire s 9tle and sometimes comple* acco nts. #hese patterns) and many others) are the p zzles that scientists attempt to e*plain. The Nature of Techno#o&$'En&ineerin& #echnology$engineering seeks different ends from those of science. %ngineering strives to design and man fact re sef l devices or materials) defined as technologies) whose p rpose is to increase o r efficacy in the world and$or o r enEoyment of it. Can openers are technology) as are microwave ovens) microchips) steam engines) camcorders) safety glass) zippers) poly rethane) the -olden -ate 2ridge) m ch of +isney ?orld) and the J2ig +igK in
2oston. %ach of these) with inn mera9le other e*amples) emerges from the scientific knowledge) imagination) persistence) talent) and ingen ity of practitioners of technology$engineering. %ach technology represents a designed sol tion) s ally created in response to a specific practical pro9lem) that applies scientific principles. As with science) direct engagement with the pro9lem is central to defining and solving it. The Re#ationship Bet*een cience and Techno#o&$'En&ineerin& 'n spite of their different goals) science and technology have 9ecome closely) even ine*trica9ly) related in many fields. #he instr ments that scientists se) s ch as the microscope) 9alance) and chronometer) res lt from the application of technology$engineering. "cientific ideas) s ch as the laws of motion) the relationship 9etween electricity and magnetism) the atomic model) and the model of +!A) have contri9 ted to achievements in technology and engineering) s ch as improvement of the internal com9 stion engine) power transformers) n clear power) and h man gene therapy. #he 9o ndaries 9etween science and technology$engineering 9l r together to e*tend knowledge.
$n%uiry& #'perimentation& and (esign in the Classroom

In+uir$,Based Instruction %ngaging st dents in in( iryB9ased instr ction is one way of developing concept al nderstanding) content knowledge) and scientific skills. "cientific in( iry as a means to nderstand the nat ral and h manBmade worlds re( ires the application of content knowledge thro gh the se of scientific skills. "t dents sho ld have c rric lar opport nities to learn a9o t and nderstand science and technology$engineering thro gh participatory activities) partic larly la9oratory) fieldwork) and design challenges. -n/uiry0 e1perimentation0 and design should not e taught or tested as separate0 stand2 alone skills% 3ather0 opportunities for in/uiry0 e1perimentation0 and design should arise within a well2planned curriculum% -nstruction and assessment should include e1amples drawn from life science0 physical science0 earth and space science0 and technology/engineering standards% Doing so will make clear to students that what is known does not stand separate from how it is known% -sking /uestions Asking ( estions and p rs ing answers are keys to learning in all academic disciplines. 'n the science classroom) one way st dents can do this is 9y e*ploring scientific phenomena in a classroom la9oratory or an investigation aro nd the school. 'nvestigation and e*perimentation 9 ild essential scientific skills s ch as o9serving) meas ring) replicating e*periments) manip lating e( ipment) and collecting and reporting data. "t dents may choose what phenomenon to st dy or cond ct investigations and e*periments that are selected and g ided 9y the teacher. "t dents can also e*amine ( estions p rs ed 9y scientists in previo s investigations of nat ral phenomena and processes) as reported or shown in te*t9ooks) papers) videos) the 'nternet) and other media. #hese so rces are val a9le 9eca se they efficiently organize and highlight key concepts and s pporting evidence that characterize the most important work in science. " ch st dy can then 9e s pported in the classroom 9y demonstrations) e*periments) or sim lations that deli9erately manage feat res of a nat ral o9Eect or process. ?hatever the instr ctional approach) science instr ction sho ld incl de 9oth concrete and manip la9le materials) along with e*planatory diagrams and te*ts. &n0estigations An in( iryB9ased approach to science ed cation also engages st dents in handsBon investigations that allow them to draw pon their prior knowledge and 9 ild new nderstandings and skills. 8andsBon e*periences sho ld always 9e p rposef l activities that are consistent with c rrent research on how people learn and that develop st dent nderstanding of science concepts. "t dents sho ld also have m ltiple opport nities to share) present) review) and criti( e scientific information or findings with others. #he characteristics of investigations develop thro gh the different grade spans<
-n grades (re)5!) scientific investigations can center on st dent ( estions) o9servations) and comm nication a9o t what they o9serve. For e*ample) st dents might plant a 9ean seed following simple directions written on a chart. #hen they can write down what happens over time in their own words. -n grades +56) st dents can plan and carry o t investigations as a class) in small gro ps) or independently) often over a period of several class lessons. #he teacher sho ld first model the process of selecting a ( estion that can 9e answered) form lating a hypothesis) planning the steps of an e*periment) and determining the most o9Eective way to test the hypothesis. "t dents sho ld incorporate mathematical skills of meas ring and graphing to comm nicate their findings. -n grades 75*) teacher g idance remains important 9 t allows for more variation in st dent approach. "t dents at this level are ready to formalize their nderstanding of what an e*periment re( ires 9y controlling varia9les to ens re a fair test. #heir work 9ecomes more ( antitative) and they learn the importance of carrying o t several meas rements to minimize so rces of error. 2eca se st dents at this level se a greater range of tools and e( ipment) they m st learn safe la9oratory practices 1see Appendi* 'V3. At the concl sion of their investigations) st dents in these grades can 9e e*pected to prepare reports of their ( estions) proced res) and concl sions. -n high school) st dents develop greater independence in designing and carrying o t e*periments) most often working alone or in small gro ps. #hey come p with ( estions and hypotheses that 9 ild on what they have learned from secondary so rces. #hey learn to criti( e and defend their findings) and to revise their e*planations of phenomena as new findings emerge. #heir facility with sing a variety of physical and concept al models increases. "t dents in the final two years of high school can 9e enco raged to carry o t e*tended independent e*periments that e*plore a scientific hypothesis in depth) sometimes with the assistance of a scientific mentor from o tside the school setting. Preparation for postBsecondary opport nities is another reason to provide reg lar la9oratory and fieldwork e*periences in high school science and technology$engineering co rses. #he >assach setts 2oard of 8igher %d cations -dmissions Standards %or the Massachusetts State Colleges and 1ni0ersity 1www.mass.ed LaMf3 states that three science co rses) incl ding two co rses with la9oratory work) m st 9e completed in order to f lfill the minim m science re( irement for admission to the Commonwealths fo rByear p 9lic instit tions. All high school co rses 9ased on the standards presented in this doc ment sho ld incl de s 9stantial la9oratory and$or fieldwork to allow all st dents the opport nity to meet or e*ceed this re( irement of the >assach setts 2oard of 8igher %d cation. The Engineering *esign !rocess
@ st as in( iry and e*perimentation g ide investigations in science) the %ngineering +esign Process g ides sol tions to technology$engineering design challenges. /earning technology$engineering content and skills is greatly enhanced 9y a handsBon) active approach that allows st dents to engage in design challenges and safely work with materials to model and test sol tions to a pro9lem. Fsing the steps of the %ngineering +esign Process) st dents can solve technology$engineering pro9lems and apply scientific concepts across a wide variety of topics to develop concept al nderstanding. #he specific steps of the %ngineering +esign Process are incl ded in the #echnology$%ngineering strand) on page 64 of this Framework.
-i##s of In+uir$. E/perimentation. and Desi&n All st dents need to achieve a s fficient level of scientific literacy to ena9le them to s cceed in postBsecondary ed cation) in careers) and as contri9 ting mem9ers of a democratic society. #o achieve this) st dents need to develop skills that allow them to search o t) descri9e) and e*plain nat ral phenomena and designed artifacts. "cientific in( iry) e*perimentation) and design involve practice 1skills3 in direct relationship to knowledgeC content knowledge and skills are necessary to in( ire a9o t the nat ral and h manBmade worlds. #he skills for grades Pre7A6 listed 9elow are nchanged from those presented in the 0::1 Framework. #he new "cientific 'n( iry "kills standards listed for high school reflect essential elements of scientific practice and sho ld 9e integrated into c rric l m along with content standards. +rades !re232

Ask ( estions a9o t o9Eects) organisms) and events in the environment. #ell a9o t why and what would ha""en i%N >ake predictions 9ased on o9served patterns. !ame and se simple e( ipment and tools 1e.g.) r lers) meter sticks) thermometers) hand lenses) and 9alances3 to gather data and e*tend the senses. =ecord o9servations and data with pict res) n m9ers) or written statements. +isc ss o9servations with others. +rades 435
Ask ( estions and make predictions that can 9e tested. "elect and se appropriate tools and technology 1e.g.) calc lators) comp ters) 9alances) scales) meter sticks) grad ated cylinders3 in order to e*tend o9servations. 7eep acc rate records while cond cting simple investigations or e*periments. Cond ct m ltiple trials to test a prediction. Compare the res lt of an investigation or e*periment with the prediction. =ecognize simple patterns in data and se data to create a reasona9le e*planation for the res lts of an investigation or e*periment. =ecord data and comm nicate findings to others sing graphs) charts) maps) models) and oral and written reports. +rades 636
Form late a testa9le hypothesis. +esign and cond ct an e*periment specifying varia9les to 9e changed) controlled) and meas red. "elect appropriate tools and technology 1e.g.) calc lators) comp ters) thermometers) meter sticks) 9alances) grad ated cylinders) and microscopes3) and make ( antitative o9servations. Present and e*plain data and findings sing m ltiple representations) incl ding ta9les) graphs) mathematical and physical models) and demonstrations. +raw concl sions 9ased on data or evidence presented in ta9les or graphs) and make inferences 9ased on patterns or trends in the data. Comm nicate proced res and res lts sing appropriate science and technology terminology. Offer e*planations of proced res) and criti( e and revise them.
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7igh School #his Framework introd ces fo r Scientific -n/uiry Skills 1"'"3 standards that are incl ded in each introd ctory high school co rse 1e*cept #echnology$%ngineering) where they are replaced 9y the steps of the %ngineering +esign Process3< "'"1. "'"0. "'".. "'"4. >ake o9servations) raise ( estions) and form late hypotheses. +esign and cond ct scientific investigations. Analyze and interpret res lts of scientific investigations. Comm nicate and apply the res lts of scientific investigations.
'n each co rse) each "cientific 'n( iry "kills standard incl des an e*ample skill set that f rther defines and artic lates the standard. Also new to the 0::5 Framework are the lists of mathematical skills needed for a solid nderstanding of each high school science and technology$engineering co rse. %ngaging in science and technology$engineering often involves the se of mathematics to analyze and s pport findings of investigations or the design process. >ost mathematical skills listed are 9ased on gradeBappropriate standards o tlined in the Massachusetts Mathematics Curriculum Framework8 Any specialized mathematical skills not detailed in the Mathematics Framework are listed separately. Please note that these lists are provided only as e*amples and are not e*ha stiveC the lists do not represent all mathematical skills st dents might need in a typical co rse.
)uiding Principles
#he following - iding Principles present a set of tenets a9o t effective Pre7A10 science and technology$engineering programs. #he goal of the - iding Principles is to help ed cators create in( iryB9ased ed cational environments that enco rage st dent c riosity) engagement) persistence) respect for evidence) and sense of responsi9ility. 0UIDIN0 "RINCI"(E I
) comprehensi1e science and techno#o&$'en&ineerin& education pro&ram enro##s a## students from "re2 throu&h &rade !23 "t dents 9enefit from st dying science and technology$engineering thro gho t all their years of schooling. #hey sho ld learn the f ndamental concepts of each domain of science) as well as the connections across those domains and to technology$engineering. #his Framework will assist ed cators in developing science and technology$engineering programs that engage all st dents. All st dents in grades Pre7A; sho ld have science instr ction on a reg lar 9asis every year. Appro*imately oneB( arter of Pre7A; science time sho ld 9e devoted to technology$ engineering. 'n grades 5A6) st dents sho ld have a f ll year of science st dy every year. "t dents in grades 5A6 sho ld have one year of technology$engineering ed cation in addition to their three years of science. "chools may choose to offer technology$engineering as a semester co rse in each of two yearsC as a f llByear co rse in grade 6C or in three nits) one each year in grades 5) &) and 6. 'n grades , and 1:) all st dents sho ld have f llByear la9oratoryB9ased science and technology$engineering co rses. 'n grades 11 and 10) st dents sho ld take additional science and technology$engineering co rses or p rs e advanced st dy thro gh advanced placement co rses) independent research) or st dy of special topics. 0UIDIN0 "RINCI"(E II
)n effecti1e science and techno#o&$'en&ineerin& pro&ram bui#ds students4 understandin& of the fundamenta# concepts of each domain of science. and their understandin& of the connections across these domains and to basic concepts in techno#o&$'en&ineerin&3 %ach domain of science has its partic lar approach and area of foc s. 8owever) st dents need to nderstand that m ch of the scientific work done in the world draws on m ltiple disciplines. Oceanographers) for instance) se their knowledge of physics) chemistry) 9iology) earth science) and technology to chart the co rse of ocean c rrents. Connecting the domains of nat ral science with mathematical st dy and with one another) and to practical applications thro gh technology and engineering) sho ld 9e one goal of science ed cation. 'n the elementary grades) co rsework sho ld integrate all of the maEor domains of science and technology$engineering every year. 'n one approach) instr ction can 9e organized aro nd distinct 9 t complementary nits drawn from the earth) life) and physical sciences and from technology$engineering. 'n another approach) teachers working together and with o tside
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help 1e.g.) m se m personnel) scientists) or engineers3 can organize activities aro nd concepts or topics nifying all of the domains. At the middle and high school levels) science fac lty may choose either a disciplineB9ased or an integrated approach in science. 'n choosing an approach) fac lty will want to consider the partic lar content e*pertise of teachers and the academic goals) a9ilities) and interests of st dents. 'n this doc ment) the high school standards are written to allow for choice in co rse organization and se( ence. 0UIDIN0 "RINCI"(E III
cience and techno#o&$'en&ineerin& are inte&ra##$ re#ated to mathematics3 >athematics is an essential tool for scientists and engineers 9eca se it specifies in precise and a9stract 1general3 terms many attri9 tes of nat ral phenomena and manmade o9Eects and the nat re of relationships among them. >athematics facilitates precise analysis and prediction. #ake) for e*ample) the e( ation for one of !ewtons /aws< F O ma 1force e( als mass times acceleration3. #his remarka9ly s ccinct description states the invaria9le relationship among three f ndamental feat res of o r known niverse. 'ts mathematical form permits all kinds of analyses and predictions. Other insights come from simple geometric analysis applied to the living world. For e*ample) vol me increases 9y the c 9e of an o9Eects f ndamental dimension while area increases 9y the s( are. #h s) in an effort to maintain constant 9ody temperat re) most small mammals meta9olize at m ch higher rates than larger ones. 't is hard to imagine a more compelling and simple e*planation than this for the relatively high heart rate of rodents vers s antelopes. %ven simpler is the ( antification of dimensions. 8ow small is a 9acteri m) how large is a star) how dense is lead) how fast is so nd) how hard is a diamond) how st rdy is the 9ridge) how safe is the planeN #hese ( estions can all 9e answered mathematically. And with these analyses) all kinds of intellect al and practical ( estions can 9e posed and solved. #eachers) c rric l m coordinators) and others who help implement this Framework m st 9e aware of the level of mathematical knowledge needed for each science and technology$ engineering co rse) especially at the high school level) and m st ens re that the appropriate mathematical knowledge has already 9een ta ght or is 9eing ta ght conc rrently. 0UIDIN0 "RINCI"(E I%
)n effecti1e pro&ram in science and techno#o&$'en&ineerin& addresses students4 prior -no*#ed&e and misconceptions3 "t dents are innately c rio s a9o t the world and wonder how things work. #hey may make spontaneo s) perceptive o9servations a9o t nat ral o9Eects and processes) and can often 9e fo nd taking things apart and reassem9ling them. 'n many cases) they have developed mental models a9o t how the world works. 8owever) these mental models may 9e inacc rate) even tho gh they make sense to the st dents) and inacc racies work against learning. =esearch into misconceptions demonstrates that children can hold onto misconceptions even while reprod cing what they have 9een ta ght are the Jcorrect answers.K For e*ample) yo ng
children may repeat that the earth is ro nd) as they have 9een told) while contin ing to 9elieve that the earth is flat) which is what they can see for themselves. #hey may find a variety of ingenio s ways to reconcile their misconception with the correct knowledge) e.g.) 9y concl ding that we live on a flat plate inside the ro nd glo9e. #eachers m st 9e skilled at ncovering inacc racies in st dents prior knowledge and o9servations) and in devising e*periences that will challenge inacc rate 9eliefs and redirect st dent learning along more prod ctive ro tes. #he st dents nat ral c riosity provides one entry point for learning e*periences designed to remove st dents misconceptions in science and technology$engineering. 0UIDIN0 "RINCI"(E %
In1esti&ation. e/perimentation. and prob#em so#1in& are centra# to science and techno#o&$'en&ineerin& education3 'nvestigations introd ce st dents to the nat re of original research) increase st dents nderstanding of scientific and technological concepts) promote skill development) and provide entry points for all learners. #eachers sho ld esta9lish the learning goals and conte*ts for investigations) e*periments) and la9oratoriesC g ide st dent activitiesC and help st dents foc s on important ideas and concepts. /essons sho ld 9e designed so that knowledge and skills are developed and sed together 1also see &n'uiry( E)"erimentation( and *esign in the Classroom) pages ,A103. P zzlement and ncertainty are common feat res in e*perimentation. "t dents need time to e*amine their ideas as they apply them in e*plaining a nat ral phenomenon or solving a design pro9lem. Opport nities for st dents to reflect on their own ideas) collect evidence) make inferences and predictions) and disc ss their findings are all cr cial to growth in nderstanding. "t dents sho ld also have opport nities in the classroom to replicate important e*periments that have led to wellBconfirmed knowledge a9o t the nat ral world) e.g.) Archimedes principle and the electric light 9 l9. 2y e*amining the thinking of e*perts) st dents can learn to improve their own pro9lemBsolving efforts. 0UIDIN0 "RINCI"(E %I
)n effecti1e science and techno#o&$'en&ineerin& pro&ram bui#ds upon and de1e#ops students4 #iterac$ s-i##s and -no*#ed&e3 =eading) writing) and comm nication skills are necessary elements of learning and engaging in science and technology$engineering. #eachers sho ld consistently s pport st dents in ac( iring comprehension skills and strategies) as well as voca9 lary) to deepen st dents nderstanding of te*t meaning. "cience and technology$engineering te*ts contain specialized knowledge that is organized in a specific way. For e*ample) scientific te*ts will often artic late a general principle that descri9es a pattern in nat re) followed 9y evidence that s pports and ill strates the principle. "cience and technology$engineering classrooms make se of a variety of te*t materials) incl ding te*t9ooks) Eo rnals) la9 instr ctions) and reports. #e*ts are generally informational in nat re) rather than narrative) and often incl de high proportions of facts and terms related to a partic lar phenomenon) process) or str ct re. #eachers sho ld help st dents nderstand that the types of te*ts st dents read) along with the p rpose1s3 for reading these te*ts) are specific to science and technology$engineering.
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" pporting the development of st dents literacy skills will help them to deepen their nderstanding of science and technology$engineering concepts. "t dents sho ld 9e a9le to se reading) writing) and comm nication skills to enhance their nderstanding of scientific and technological$engineering te*t materials) incl ding informational te*t) diagrams) charts) graphs) and form lasC comm nicate ideasC and apply logic and reasoning in scientific and technological$engineering conte*ts. "t dents sho ld 9e a9le to se a variety of te*ts to disting ish fact from opinion) make inferences) draw concl sions) and collect evidence to test hypotheses and 9 ild arg ments. " ccessf l development of these skills re( ires e*plicit opport nities to develop literacy skills and knowledge. 0UIDIN0 "RINCI"(E %II
tudents #earn best in an en1ironment that con1e$s hi&h academic e/pectations for a## students3 A high ( ality ed cation system sim ltaneo sly serves the goals of e( ity and e*cellence. At every level of the ed cation system) teachers sho ld act on the 9elief that yo ng people from every 9ackgro nd can learn rigoro s science content and solve to gh engineering pro9lems. #eachers and g idance personnel sho ld advise st dents and parents that rigoro s co rses and advanced se( ences in science and technology$engineering will prepare them for s ccess in college and the workplace. AfterBschool) weekend) and s mmer enrichment programs offered 9y school districts or comm nities may 9e especially val a9le and sho ld 9e open to all. "chools and districts sho ld also invite role models from 9 siness and the comm nity 1incl ding professional engineers and scientists3 to visit classes) work with st dents) and contri9 te to instr ction. =egardless of whether st dents go on to an instit te of higher ed cation or to a workplace) they sho ld 9e e( ipped with the skills and ha9its re( ired for postsecondary s ccess. "kills s ch as the a9ility to work thro gh diffic lt pro9lems) to 9e creative in pro9lem solving) and to think critically and analytically will serve st dents in any setting. ?hen st dents work toward high e*pectations in these areas) they develop the fo ndation they need for s ccess after grad ation. 0UIDIN0 "RINCI"(E %III
)ssessment in science and techno#o&$'en&ineerin& ser1es to inform student #earnin&. &uide instruction. and e1a#uate student pro&ress3 Assessment reflects classroom e*pectations and shows o tcomes of st dent learning 9ased on esta9lished knowledge and performance goals. #he learning standards in this Framework are a key reso rce for setting s ch knowledge and performance o9Eectives in science and technology$engineering. Assessment assists teachers in improving classroom practice) planning c rric la) developing selfBdirected learners) reporting st dent progress) and eval ating programs. 't provides st dents with information a9o t how their knowledge and skills are developing and what can 9e done to improve them. 't lets parents know how well their children are doing and what needs to 9e done to help them do 9etter. Fsing assessment data) teachers can 9etter meet the needs of individ al st dents as those st dents work toward mastery of the Framework learning standards. #eachers sho ld assess st dent progress toward desired o tcomes on a reg lar 9asis thro gh formative assessments.
Formative assessments allow a teacher to 9enchmark progress) eval ate the pace of instr ction) and determine the need for intervention s pport. #hro gh formative assessments) st dents receive timely feed9ack regarding their accomplishments and needs. +iagnostic information gained from m ltiple forms of assessment ena9les teachers to adE st their dayBtoBday and weekBtoBweek practices to foster greater st dent achievement. #he many types of assessment incl de paperBandBpencil testing) performance testing) interviews) and portfolios) as well as less formal inventories s ch as reg lar o9servation of st dent responses to instr ction. 'n helping st dents achieve standards) assessments sho ld also se a variety of ( estion formats< m ltipleBchoice) shortBanswer) and openBended. PerformanceB9ased assessments sho ld also 9e developed that allow st dents to demonstrate what they have learned in the conte*t of solving a pro9lem or applying a concept. #his kind of assessment re( ires st dents to refine a pro9lem) devise a strategy to solve it) apply relevant knowledge) cond ct s stained work) and deal with 9oth comple* concepts and discrete facts. 0UIDIN0 "RINCI"(E I5
)n effecti1e pro&ram in science and techno#o&$'en&ineerin& &i1es students opportunities to co##aborate in scientific and techno#o&ica# endea1ors and communicate their ideas3 "cientists and engineers work as mem9ers of their professional comm nities. 'deas are tested) modified) e*tended) and reeval ated 9y those professional comm nities over time. #h s) the a9ility to convey their ideas to others is essential for these advances to occ r. 'n order to learn how to effectively comm nicate scientific and technological ideas) st dents re( ire practice in making written and oral presentations) fielding ( estions) responding to criti( es) and developing replies. "t dents need opport nities to talk a9o t their work in foc sed disc ssions with peers and with those who have more e*perience and e*pertise. #his comm nication can occ r informally) in the conte*t of an ongoing st dent colla9oration or onBline cons ltation with a scientist or engineer) or more formally) when a st dent presents findings from an individ al or gro p investigation. 0UIDIN0 "RINCI"(E 5
) coherent science and techno#o&$'en&ineerin& pro&ram re+uires district,*ide p#annin& and on,&oin& support for imp#ementation3 *istrict9:ide !lanning An effective c rric l m that addresses the learning standards of this Framework m st 9e planned as a Pre7A10 cohesive nit. #eachers in different classrooms and at different levels sho ld agree a9o t what is to 9e ta ght in given grades. For e*ample) middle school teachers sho ld 9e a9le to e*pect that st dents coming from different elementary schools within a district share a common set of e*periences and nderstandings in science and technology$engineering) and that the st dents they send on to high school will 9e wellB prepared for what comes ne*t. 'n order for this e*pectation to 9e met) middle school teachers need to plan c rric la in common with their elementary and high school colleag es) and with district staff. #o facilitate planning) the district coordinator sho ld 9e involved in artic lating) coordinating) and implementing a districtBwide 1Pre7A103 science and technology$engineering c rric l m.
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"chool districts sho ld select engaging) challenging) and acc rate c rric l m materials that are 9ased on research regarding how children learn science and technology$engineering) and research a9o t how to overcome st dent misconceptions. #o aid their selection) districts may want to cons lt this Framework;s Appendi* V'') Criteria %or E0aluating &nstructional Materials and !rograms in Science and Technology/Engineering. ?hen planning for the introd ction of a new c rric l m) it is important to identify e*plicitly how s ccess will 9e meas red. 'ndicators need to 9e determined and sho ld 9e comm nicated to all stakeholders. " pervisors sho ld monitor whether the c rric l m is act ally 9eing sed and how instr ction has changed. #eacher teams) working across grade levels) sho ld look at st dent work and other forms of assessment to determine whether there is evidence of achievement of the so ghtBfor gains in st dent nderstanding. On9+oing Su""ort 'mplementation of a new c rric l m is accomplished over m ltiple years and re( ires opport nities for e*tensive professional development. #eachers m st have 9oth content knowledge and pedagogical e*pertise to se c rric lar materials in a way that enhances st dent learning. A wellBplanned program for professional development provides for 9oth content learning and contentB9ased pedagogical training. 't is f rther recommended that middle and high school co rses 9e ta ght 9y teachers who are certified in their area) and who are therefore very familiar with the safe se of materials) tools) and processes. "cience and technology$engineering programs can 9e more effective when families and comm nity mem9ers are involved in the selection of c rric la and materials) the planning process) and the implementation of the program. Parents who have a chance to e*amine and work with the materials in the conte*t of a Family "cience !ight) #echnology$ %ngineering Fair) or other occasion will 9etter nderstand and s pport their childrens learning. 'n addition) local mem9ers of the science and engineering comm nity may 9e a9le to lend their own e*pertise to assist with the implementation of c rric la. #eachers and administrators sho ld invite scientists) engineers) higher ed cation fac lty) representatives of local 9 sinesses) and m se m personnel to help enrich the c rric l m with comm nity connections.
!cience and Technology"#ngineering *earning !tandards
!cience and Technology"#ngineering *earning !tandards

#his Massachusetts Science and Technology/Engineering Curriculum Framework is one of seven c rric l m frameworks that advance >assach setts ed cational reform in learning) teaching) and assessment. 't was created and has 9een revised 9y teachers and administrators of science and technology$engineering programs in prekindergarten thro gh grade 10 school districts) and 9y college and niversity professors) engineers) and scientists in the vario s domains) along with staff from the +epartment of %d cation. De1e#opment of the tandards +,,-( &nitial Framework #his 0::5 Framework derives from two reform initiatives in >assach setts< the %d cation =eform Act of 1,,.) and Partnerships Advancing the /earning of >athematics and "cience 1PA/>"3. From 1,,0 to 0::0) the PA/>" "tatewide "ystemic 'nitiative was f nded 9y the !ational "cience Fo ndation in partnership with the state and the !oyce Fo ndation. A central goal of these initiatives was to develop) disseminate) and implement c rric l m frameworks in mathematics and in science and technology. #he initial Science and Technology Curriculum Framework was approved in 1,,;) and was implemented in the field. .//+( Full .e0ision o% the Framework 2eca se the %d cation =eform Act re( ired that frameworks 9e reviewed and revised periodically) a revision panel was appointed 9y the Commissioner and the 2oard of %d cation in the s mmer of 1,,6. #he panel e*amined the standards in the original Science and Technology Curriculum Framework) reviewed comments on them from the field) and reassessed their appropriateness in order to work o t a more coherent organization of concepts and skills thro gh the grade levels. #he panel referred to the <enchmarks %or Science =iteracy>!ro,ect 206?) data from the #hird 'nternational >athematics and "cience "t dy) the !ational =esearch Co ncils $ational Science Education Standards) the #echnology for All Americans ProEect) res lts from the 1,,6 administration of the >CA" "cience and #echnology tests) and advances in science and technology$engineering. #he draft prod ced 9y the revision panel was released for p 9lic comment in A g st 1,,,. 2ased on comments on this draft from science and technology$engineering teachers and other ed cators) f rther revisions were made) partic larly at the high school level. -ro ps of high school science teachers in each domain of science and technology$engineering developed a comprehensive set of standards for a co rse in each domain. #he 0::1 Framework) for the first time) artic lated standards for f llByear high school co rses in earth and space science) 9iology) chemistry) introd ctory physics) and technology$ engineering. #he Framework identified a s 9set of JcoreK standards for each co rse that were designed to serve as the 9asis for high school >CA" assessments. #his version of the Framework was approved and implemented in >ay 0::1.
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.//0( .e0ised 7igh School Standards and Framework 1"date 3evised ,igh School Standards #he revision of the high school standards in 0::5 was ndertaken in preparation for the incl sion of science and technology$engineering in the Competency +etermination. 'n partic lar) the revision achieved two main o9Eectives. One o9Eective was to make all standards assessa9le 9y removing the identification of JcoreK standards. #he second o9Eective was to incl de standards that wo ld promote the teaching and learning of science thro gh la9oratory e*periences. #he 0::5 revised science and technology$engineering high school learning standards now list 9oth the science content knowledge and scienti%ic in'uiry skills needed to achieve scientific literacy. %ach standard presents an e*pected meas re of depth and specificity for a concept or topic. #eachers may choose to teach any of the standards in greater depth) or address topics that are not reflected in the standards. 8owever) the amo nt of time taken to teach a topic 9eyond the stated standard sho ld 9e 9alanced with the need to provide st dents an opport nity to effectively learn all the standards for a co rse. 7ey revisions to the high school science and technology$engineering standards incl de the following< #he revised content standards are presented as a single list of content standards for each co rse) with no differentiation 9etween core and nonBcore standards) making all standards s 9Eect to local and state assessment. 'n addition to the content standards) each co rse now incl des fo r "cientific 'n( iry "kills standards that are ill strated 9y e*amples of partic lar skills to 9e sed within that co rse. #he wording of some of the content standards has 9een changed in order to clarify the standard or increase its specificity. %ach co rse now incl des a list of mathematical skills necessary for a solid nderstanding of the co rse. #he twoByear integrated science co rse in grades , and 1: was eliminated. Framework 8pdate #he 0::5 Massachusetts Science and Technology/Engineering Curriculum Framework incl des the following key pdates< "everal - iding Principles are revised) incl ding additions regarding literacy 1V'3) high e*pectations 1V''3) assessment 1V'''3) and clarification of districtBwide planning 1P3. #he 0::5 revised high school standards replace the 0::1 high school standards. Additional vignettes at the high school level ill strate teaching and learning e*periences. Appendi* ' relates learning standards across all grade spans to 2road #opics within each strand. "afety practices and legal reg lations are detailed 1Appendi* 'V3. Appendi* V presents the +epartment of %d cations 1Octo9er 0::;3 Alternative +issection Policy and reso rces. /inks to c rric l m reviews 9y other organizations are provided in Appendi* V'. ?e9 links are pdated. Please note that the grade Pre7 thro gh grade 6 learning standards presented in this Framework have not changed from the content of the learning standards presented in the 0::1 Framework8 >inor edits) however) were made to fo r of the grades .A6 standards to address content acc racy. #hese incl de< %arth and "pace "cience) 5B6) Q0C and #echnology$%ngineering) .B;) Q1.1C and 5B6) Q1.1 and 5.1.
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#arth and !pace !cience

'n earth and space science) st dents st dy the origin) str ct re) and physical phenomena of the earth and the niverse. %arth and space science st dies incl de concepts in geology) meteorology) oceanography) and astronomy. #hese st dies integrate previo sly or sim ltaneo sly gained nderstandings in physical and life science with the physical environment. #hro gh the st dy of earth and space) st dents learn a9o t the nat re and interactions of oceans and the atmosphere) and of earth processes) incl ding plate tectonics) changes in topography over time) and the place of the earth in the niverse.
'n grades (re)5!) st dents are nat rally interested in everything aro nd them. #his c riosity leads them to o9serve) collect) and record information a9o t the earth and a9o t o9Eects visi9le in the sky. #eachers sho ld enco rage their st dents o9servations witho t feeling compelled to offer precise scientific reasons for these phenomena. Do ng children 9ring these e*periences to school and learn to e*tend and foc s their e*plorations. 'n the process) they learn to work with tools like magnifiers and simple meas ring devices. /earning standards for grades Pre7A0 fall nder the following fo r s 9topics< Earth;s Materials@ The :eather@ The Sun as a Source o% =ight and 7eat@ and !eriodic !henomena8
'n grades +56) st dents e*plore properties of geological materials and how they change. #hey cond ct tests to classify materials 9y o9served properties) make and record se( ential o9servations) note patterns and variations) and look for factors that ca se change. "t dents o9serve weather phenomena and descri9e them ( antitatively sing simple tools. #hey st dy the water cycle) incl ding the forms and locations of water. #he foc s is on having st dents generate ( estions) investigate possi9le sol tions) make predictions) and eval ate their concl sions. /earning standards for grades .A; fall nder the following si* s 9topics< .ocks and Their !ro"erties@ Soil@ :eather@ The :ater Cycle@ Earth;s 7istory@ and The Earth in the Solar System8
'n grades 75*) st dents gain sophistication and e*perience in sing models) satellite images) and maps to represent and interpret processes and feat res. 'n the early part of this grade span) st dents contin e to investigate geological materials properties and methods of origin. As their e*periments 9ecome more ( antitative) st dents sho ld 9egin to recognize that many of the earths nat ral events occ r 9eca se of processes s ch as heat transfer. "t dents in these grades sho ld recognize the interacting nat re of the earths fo r maEor systems< the geosphere) hydrosphere) atmosphere) and 9iosphere. #hey sho ld 9egin to see how the earths movement affects 9oth the living and nonliving components of the world. Attention shifts from the properties of partic lar o9Eects toward an nderstanding of the place of the earth in the solar system and changes in the earths composition and topography over time. >iddle school st dents grapple with the importance and methods of o9taining direct and indirect evidence to s pport c rrent thinking. #hey recognize that new technologies and o9servations change o r e*planations a9o t how things in the nat ral world 9ehave.
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/earning standards for grades 5A6 fall nder the following five s 9topics< Ma""ing the Earth@ Earth;s Structure@ 7eat Trans%er in the Earth System@ Earth;s 7istory@ and The Earth in the Solar System8
At the high school level) st dents review geological) meteorological) oceanographic) and astronomical data to learn a9o t %arths matter) energy) processes) and cycles. #hro gh these data they also learn a9o t the origin and evol tion of the niverse. "t dents gain knowledge a9o t %arths internal and e*ternal energy so rces) local weather and climate) and the dynamics of ocean c rrents. "t dents learn a9o t the renewa9le and nonBrenewa9le energy reso rces of %arth and what impact these have on the environment. #hro gh learning a9o t %arths processes and cycles) st dents gain a 9etter nderstanding of nitrogen and car9on cycles) the rock cycle) and plate tectonics. "t dents also learn a9o t the origin of the niverse and how scientists are c rrently st dying deep space and the solar system. 8igh school learning standards fall nder the following fo r s 9topics< Matter and Energy in the Earth System@ Energy .esources in the Earth System@ Earth !rocesses and Cycles@ and The Origin and E0olution o% the 1ni0erse8
%arth and "pace "cience learning standards are also gro ped nder 2road #opics in Appendi* ') which highlights the relationships of standards among grade spans.
Earth and Space Science0 'rades (re)5!

(E)RNIN0 T)ND)RD IDE) 6OR DE%E(O"IN0 IN%E TI0)TION )ND (E)RNIN0 E5"ERIENCE
U00E TED E5TEN ION TO (E)RNIN0 IN TEC7NO(O08'EN0INEERIN0
(-echno!ogy>Engineering standards for grades PreK2 are on page 8#+)
Earth9s Materials #% 3ecogni:e that water0 rocks0 soil0 and living organisms are found on the earth9s surface% 8nderstand that air is a mi1ture of gases that is all around us and that wind is moving air%
?alk aro nd the playgro nd o9serving and disc ssing where water) rocks) soil) and living organisms are fo nd. &denti%y characteristics shared by naturally occurring rocks and manmade concrete8 AT/E ?8?B
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Fse a hand p mp to inflate a 9asket9all. O9serve and disc ss how and why the 9asket9all gets larger as more air is added. 1Air takes p space.3
*esign a kite and identi%y which materials would be used %or its construction8 Classi%y them as natural or manmade materials8 <uild the kite and %ly it outside8 AT/E ?8?( ?82B
The ;eather +% Descri e the weather changes from day to day and over the seasons%
7eep a class weather chart indicating daily temperat re) how windy it is) which direction wind is 9lowing 1 se vis al cl es3) and kind of precipitation) if any. *esign and build a tool that could be used to show wind direction Awind sockB8 AT/E ?84B
The Sun as a Source of <ight and ,eat =% 3ecogni:e that the sun supplies heat and light to the earth and is necessary for life%
=ecord the time of day when the s n shines in different school locations and note patterns. *esign a shade %or the window to kee" the room cool in the summer or to kee" the sun out %or tele0ision 0iewing8 AT/E ?8?( ?84B
(eriodic (henomena 6% -dentify some events around us that have repeating patterns0 including the seasons of the year0 day and night%
>ake a list of things seen o tdoors and in the sky d ring the day. >ake another list of things seen o tdoors and in the sky at night. +isc ss the differences 9etween the day and night lists. 1se a thermometer to record the tem"erature %rom morning to noon o0er se0eral weeks and discuss any "atterns that emerge8 AT/E 28?B
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Earth and Space Science0 'rades +56

(-echno!ogy>Engineering standards for grades "# are on page 86+)
3ocks and Their (roperties #% 'ive a simple e1planation of what a mineral is and some e1amples0 e%g%0 /uart:0 mica% -dentify the physical properties of minerals $hardness0 color0 luster0 cleavage0 and streak&0 and e1plain how minerals can e tested for these different physical properties%
O9serve and descri9e the characteristics of ore minerals s ch as magnetite and hematite 1two so rces of iron3. *esign a %lowchart to demonstrate how silica %rom sand is used to make glass8 AT/E 282B
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Ac( ire a collection of minerals that incl des 1a3 d plicates of the same mineral) somewhat different in appearance 1size) shape) e*act color3 and 193 samples of minerals that look similar 9 t are act ally different. %*amine minerals sing a hand lens. /ook for and record similarities and differences s ch as heaviness) color) te*t re) crystal shapes) l ster) s rface patterns) etc. "ort as acc rately as possi9le. =eport total n m9er of different minerals present) and how many d plicates) if any) of each type. %*amine rocks collected from the schoolyard or a field trip location) or 9ro ght in from home. "ort rocks into igneo s) metamorphic) or sedimentary 9ased on their physical properties.
1se sim"le tools to test %or hardness( e8g8( Moh;s Scale o% 7ardness8 AT/E ?8?B
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-dentify the three categories of rocks $metamorphic0 igneous0 and sedimentary& ased on how they are formed0 and e1plain the natural and physical processes that create these rocks%
*iscuss the use o% rocks in construction based on their "hysical "ro"erties8 Test the hardness o% 0arious ty"es o% rocks used in construction8 AT/E ?8?B
Soil
(E)RNIN0 T)ND)RD
IDE) 6OR DE%E(O"IN0 IN%E TI0)TION )ND (E)RNIN0 E5"ERIENCE
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E1plain and give e1amples of the ways in which soil is formed $the weathering of rock y water and wind and from the decomposition of plant and animal remains&%
O9serve sand with a hand lens. !ote how particles resem9le minerals. O9serve topsoil with a hand lens. /ook for fragments of organisms. !ote differences in color) te*t re) odor) and cl mping d e to organic components vs. p re sand. >i* topsoil and sand together in vario s proportions to represent samples of types of soils.
*esign and construct a com"osting bin being sure to kee" design considerations in mind( e8g8( aeration( resistance to rot( etc8 AT/E ?82( 28?3284B
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Soil $cont%& 6% 3ecogni:e and discuss the different properties of soil0 including color0 te1ture $si:e of particles&0 the a ility to retain water0 and the a ility to support the growth of plants%
+esign an e*periment to find o t if different soil samples retain different amo nts of water. %*plain how the properties of the particles affect the largeBscale properties of the soil like water retention and speed of water flow. +isc ss how a soils water retention affects the animals and plants that live in it. 1se sie0es o% di%%erent mesh si es to se"arate coarse and %ine materials in a soil sam"le8 -""ro)imate the ratio o% %ine to coarse material in the sam"le8 AT/E ?8?( ?82B
;eather 7% E1plain how air temperature0 moisture0 wind speed and direction0 and precipitation make up the weather in a particular place and time%
Fse a collection of classical 1not digital3 weather instr ments) incl ding thermometer) 9arometer) rain ga ge) hygrometer) and anemometer) that clearly show the physical principle that makes them work. !ote< A JhomemadeK instr ment is often too inacc rate and nrelia9le to 9e a good weather teaching aid 9y itself. 8owever) when sed in com9ination with a working instr ment of similar simple design) it can help st dents grasp 9oth an important physical concept and its relevance to weather. 1sing measuring tools or gra"h "a"er( sketch a scale drawing o% the %ront 0iew o% an ob,ect used to measure weather8 AT/E 284B *esign and construct a 0ariety o% sim"le instruments that could be used to measure weather8 *iscuss how their design suits their "ur"ose8 AT/E 28?328CB E)"lain how tools o% technology such as a hammer( screwdri0er( "liers( ta"e measure( screws( nails( and other mechanical %asteners can be used to make or build weather instruments8 AT/E ?8?B Construct 0arious weather station instruments Ae8g8( wind gauge( barometer( anemometerB( record data %rom them( and make conclusions8 AT/E ?8?( ?82( 28?( 282( 284B
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Distinguish among the various forms of precipitation $rain0 snow0 sleet0 and hail&0 making connections to the weather in a particular place and time%
>eas re vario s forms of precipitation. 2ring a meas red sample of snow into the classroom) allow it to melt) and compare the amo nt of water that res lts with the original meas rement.

;eather $cont%& *% Descri e how glo al patterns such as the >et stream and water currents influence local weather in measura le terms such as temperature0 wind direction and speed0 and precipitation%
+esign an activity to ill strate convection 1essential in transferring 9oth heat and moist re aro nd the worldC drives 9oth wind circ lation and ocean c rrents.3 Freeze a dark sol tion of food coloring and water in an ice c 9e tray. Float a colored ice c 9e on water in a transparent container. +isc ss what happens) and how it is connected to convection in 9oth li( id and gas. Collect daily temperat re and precipitation data) prefera9ly 9y o9servation) at school. At the same time se the 'nternet or a newspaper to collect the same data for a near9y city and a city on the west coast of the F.". After three months) take vario s averages of the daily data for the three locations. -raph the data. +isc ss how the longBterm daily weather averages 9egin to descri9e each climate. Make a model o% an ocean current8 Fill a ,ar hal%way with warm water8 S"rinkle some "e""er into the water to re"resent "articles in the ocean8 !ut a colored ice cube into the ,ar8 *raw and describe obser0ations8 AT/E 282B
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Differentiate etween weather and climate%
*iscuss tools used to measure e0eryday weather com"ared with tools used in determining climate8 AT/E ?82B 1se a thermometer and barometer to com"are conditions indoors and outdoors8 AT/E 28CB
The ;ater Cycle #"% Descri e how water on earth cycles in different forms and in different locations0 including underground and in the atmosphere% 'ive e1amples of how the cycling of water0 oth in and out of the atmosphere0 has an effect on climate%
+raw a diagram of the water cycle. /a9el evaporation) condensation) and precipitation. %*plain what happens d ring each process. *esign and build a terrarium to demonstrate the water cycle8 AT/E ?82( 28?3284B
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Earth9s ,istory #!% 'ive e1amples of how the surface of the earth changes due to slow processes such as erosion and weathering0 and rapid processes such as landslides0 volcanic eruptions0 and earth/uakes%
#o demonstrate the infl ence of vegetation on erosion) p t soil in two shallow rectang lar 9aking pans. Cover one pan with a layer of sod. %levate one end of each pan. Compare and disc ss the erosion ca sed 9y e( al amo nts of water r nning down each slope. &denti%y one manmade attribute that slows the erosion "rocess Ae8g8( hay bales used at a construction site( silt %ence "rotecting sand dunesB and one attribute that accelerates it Ae8g8( "a0ing a "arking lot( cutting treesB8 .elate these to natural systems8 AT/E 28?( 28CB
The Earth in the Solar System #+% 3ecogni:e that the earth is part of a system called the ?solar system@ that includes the sun $a star&0 planets0 and many moons% The earth is the third planet from the sun in our solar system% 3ecogni:e that the earth revolves around $or its& the sun in a year9s time and that the earth rotates on its a1is once appro1imately every != hours% Make connections etween the rotation of the earth and day/night0 and the apparent movement of the sun0 moon0 and stars across the sky%
Create a proportional model of the solar system starting on the school playgro nd and e*tending as far as possi9le. +emonstrate the size of o9Eects 1 se a pea for the smallest planet) and differentB sized 9alls for the others3 and the distance 9etween them.
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O9serve and disc ss changes in length and direction of shadows d ring the co rse of a day.
*esign and build a sundial and use it to determine the time o% day8 E)"lore how accurate it is o0er time8 *etermine the conditions under which the sundial does and does not work8 AT/E ?8?( ?82( 284B
(E)RNIN0 T)ND)RD
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Descri e the changes that occur in the o serva le shape of the moon over the course of a month%
O9serve the sky every night for .: days. =ecord every night the shape of the moon and its relative location across the sky 1record the date of the month and the time of o9servation each time as well3.
*esign and create a calendar that illustrates the "hases o% the moon8 AT/E 282( 284B
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9eather tations
Adapted from the !ational "cience %d cation "tandards) pp. 1.1A1..
Earth and Space Science0 'rades +56 "oon after school opened in the fall) >r. "hahan introd ced the concept of a weather station. After a disc ssion of st dents e*periences with and ideas a9o t weather) >r. "hahan asked the class what kinds of information wo ld 9e important to collect and how they might go a9o t collecting it. #he st dents ( ickly identified the need to record whether the day was s nny or clo dy) the presence of precipitation) and the temperat re. >r. "hahan asked some ( estions and the list 9ecame more complicated< ?hat kinds of clo ds were evidentN 8ow m ch precipitation acc m latedN 8ow did the temperat re change day to day and over the co rse of a given dayN ?hat was the wind speed and directionN One st dent said that she heard there was a highBpress re front moving in. J?hat is a front)K she asked) Jand is it importantNK At the end of the disc ssion) someone mentioned h midity and recalled the m ggy heat wave of the s mmer. #he class spent time disc ssing and planning how they were going to meas re the weather conditions) what tools they wo ld need) and how they wo ld collect and analyze the data. "t dents worked in gro ps) and each gro p foc sed on one aspect of weather. #wice each week) the gro ps shared their work with the whole class. "everal weeks later) the weather station that the st dents had created was in operation) and they recorded data twice a day. #he class made an anemometer and a wind vane and sed them to o9serve wind direction and speed. #hey sed a commercial thermometer to o9serve temperat re) and a commercial rain ga ge to o9serve precipitation. #hey meas red the air press re with a handmade 9arometer that a parent helped one st dent gro p constr ct. #he class relied on their vis al o9servations to keep a record of clo d formations. After two months) it was time for each gro p to analyze the data and write the first report for the class weather 9ook. #he class disc ssed their ideas and raised the following ( estions for f rther st dy< 's the temperat re getting lowerN ?hat is the relationship 9etween the direction of the wind and the weather the following dayN ?hat happens when the air press re goes down or pN ?as it colder when it was clo dyN One gro p created a 9ar graph that showed the total n m9er of s nny) clo dy) and rainy days. Another gro p made a graph that showed the daily temperat re fl ct ations and demonstrated that the weather was definitely getting colder. "till another team made an interesting ta9le that ill strated that when the air press re dropped) the weather s ally seemed to get worse. >idyear) >r. "hahan was satisfied that the st dents nderstood the se of charts and graphs) and he introd ced a simple comp ter program that allowed the st dents to record their data more easily. #he class operated the weather station all year and analyzed the data appro*imately every two months. At the end of the school year) the class donated its weather 9ook to the school li9rary to 9e sed as a reference 9y other st dents. #hro gh this e*tended e*ercise) the st dents learned how to ask ( estions) create tools to gather data) and collect and organize data. "pecifically) they learned how to descri9e daily weather changes in terms of temperat re) wind speed and direction) precipitation) and h midity.
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Assessment Strategies +isc ss with the class the learning o9Eectives for this nit. +evelop a r 9ric for gro p work and written reports. "t dents can keep a weather record 9ook in which they record notes) o9servations) and data. Periodically thro gho t the nit) these 9ooks can 9e reviewed and graded 9y the teacher) and sed to assess what skills or concepts the st dents nderstand and to identify the skill areas that need f rther instr ction. Personalized notes to st dents in their 9ooks can individ alize instr ction 9y s ggesting partic lar activities or reso rces that will f rther the st dents learning. "t dents can meas re the effectiveness and acc racy of their homemade instr ments 9y comparing the data collected with them to data meas red sing commercial instr ments. Earth and Space Science <earning Standards 'rades +56 5. %*plain how air temperat re) moist re) wind speed and direction) and precipitation make p the weather in a partic lar place and time. &. +isting ish among the vario s forms of precipitation 1rain) snow) sleet) and hail3) making connections to the weather in a partic lar place and time. 6. +escri9e how glo9al patterns s ch as the Eet stream and water c rrents infl ence local weather in meas ra9le terms s ch as temperat re) wind direction and speed) and precipitation. ,. +ifferentiate 9etween weather and climate. Technology/Engineering <earning Standards 'rades +56 1.1 'dentify materials sed to accomplish a design task 9ased on a specific property) e.g.) strength) hardness) and fle*i9ility. 1.0 'dentify and e*plain the appropriate materials and tools 1e.g.) hammer) screwdriver) pliers) tape meas re) screws) nails) and other mechanical fasteners3 to constr ct a given prototype safely. 0.. 'dentify relevant design feat res 1e.g.) size) shape) weight3 for 9 ilding a prototype of a sol tion to a given pro9lem.
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Earth and Space Science0 'rades 75*

Mapping the Earth #% 3ecogni:e0 interpret0 and e a le to create models of the earth9s common physical features in various mapping representations0 including contour maps%
Choose a small area of npaved) sloping gro nd in the schoolyard or a park. Create a scale conto r map of the area. 'ncl de tr e north and magnetic north.
Earth9s Structure !% Descri e the layers of the earth0 including the lithosphere0 the hot convecting mantle0 and the dense metallic core%
Fse a "tyrofoam 9all and paint to constr ct a crossB section model of the earth.
,eat Transfer in the Earth System +% Differentiate among radiation0 conduction0 and convection0 the three mechanisms y which heat is transferred through the earth9s system% E1plain the relationship among the energy provided y the sun0 the glo al patterns of atmospheric movement0 and the temperature differences among water0 land0 and atmosphere%
'nvestigate the movement of a drop of food coloring placed in water) with and witho t a heat so rce) and in different positions relative to a heat so rce. !ote the relationship 9etween glo9al wind patterns and ocean c rrent patterns.
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Earth9s ,istory 6% Descri e how the movement of the earth9s crustal plates causes oth slow changes in the earth9s surface $e%g%0 formation of mountains and ocean asins& and rapid ones $e%g%0 volcanic eruptions and earth/uakes&% Descri e and give e1amples of ways in which the earth9s surface is uilt up and torn down y natural processes0 including deposition of sediments0 rock formation0 erosion0 and weathering%
Fse the Pangaea map to nderstand plate movement. =esearch and map the location of volcanic or earth( ake activity. =elate these locations to the locations of the earths tectonic plates. O9serve signs of erosion and weathering in local ha9itats and note seasonal changes. Visit local sites following storm events and o9serve changes.
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Earth and Space Science0 'rades 75*

Earth9s ,istory $cont%& .% E1plain and give e1amples of how physical evidence0 such as fossils and surface features of glaciation0 supports theories that the earth has evolved over geologic time%
>ake a timeline showing inde* fossils. +isc ss which of these fossils are act ally fo nd in !ew %ngland. +isc ss why some may 9e missing from local rocks.
The Earth in the Solar System *% 3ecogni:e that gravity is a force that pulls all things on and near the earth toward the center of the earth% 'ravity plays a ma>or role in the formation of the planets0 stars0 and solar system and in determining their motions% Descri e lunar and solar eclipses0 the o served moon phases0 and tides% 3elate them to the relative positions of the earth0 moon0 and sun% Compare and contrast properties and conditions of o >ects in the solar system $i%e%0 sun0 planets0 and moons& to those on Earth $i%e%0 gravitational force0 distance from the sun0 speed0 movement0 temperature0 and atmospheric conditions&% E1plain how the tilt of the earth and its revolution around the sun result in an uneven heating of the earth0 which in turn causes the seasons% 3ecogni:e that the universe contains many illions of gala1ies0 and that each gala1y contains many illions of stars%
Co nt the n m9er of stars that can 9e seen with the naked eye in a small gro p s ch as the Pleiades. =epeat with lowBpower 9inoc lars. =epeat again with telescope or powerf l 9inoc lars. =esearch the n m9er of stars present. +isc ss the meaning of the research and its res lts. O9serve the speed at which o9Eects of vario s mass drop from a common height. Fse a chronometer to acc rately meas re time and plot the data as mass vers s time necessary to reach the gro nd.
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Fse glo9es and a light so rce to e*plain why high tides on two s ccessive mornings are typically a9o t 0; ho rs 1rather than 043 apart.
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Fsing light o9Eects s ch as 9alloons or 9asket9alls) and heavy o9Eects s ch as rocks) make models that show how heavy a 1 kg p mpkin wo ld seem on the s rfaces of the moon) >ars) %arth) and @ piter.
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Earth and Space Science0 ,igh School

/earning "tandards for a F ll FirstBDear Co rse
I3 CONTENT
T ) N D ) R D
#% Matter and Energy in the Earth System Central Conce"tsD #he entire %arth system and its vario s cycles are driven 9y energy. %arth has 9oth internal and e*ternal so rces of energy. #wo f ndamental energy concepts incl ded in the %arth system are gravity and electromagnetism. 1.1 'dentify %arths principal so rces of internal and e*ternal energy) s ch as radioactive decay) gravity) and solar energy. 1.0 +escri9e the characteristics of electromagnetic radiation and give e*amples of its impact on life and %arths systems. 1.. %*plain how the transfer of energy thro gh radiation) cond ction) and convection contri9 tes to glo9al atmospheric processes) s ch as storms) winds) and c rrents. 1.4 Provide e*amples of how the ne( al heating of %arth and the Coriolis effect infl ence glo9al circ lation patterns) and show how they impact >assach setts weather and climate 1e.g.) glo9al winds) convection cells) land$sea 9reezes) mo ntain$valley 9reezes3. 1.; %*plain how the revol tion of %arth aro nd the " n and the inclination of %arth on its a*is ca se %arths seasonal variations 1e( ino*es and solstices3. 1.5 +escri9e the vario s conditions associated with frontal 9o ndaries and cyclonic storms 1e.g.) th nderstorms) winter storms RnoreastersS) h rricanes) tornadoes3 and their impact on h man affairs) incl ding storm preparations. 1.& %*plain the dynamics of oceanic c rrents) incl ding pwelling) deepBwater c rrents) the /a9rador C rrent and the - lf "tream) and their relationship to glo9al circ lation within the marine environment and climate. 1.6 =ead) interpret) and analyze a com9ination of gro ndB9ased o9servations) satellite data) and comp ter models to demonstrate %arth systems and their interconnections. !% Energy 3esources in the Earth System Central Conce"ts< %nergy reso rces are sed to s stain h man civilization. #he amo nt and accessi9ility of these reso rces infl ence their se and their impact on the environment. 0.1 =ecognize) descri9e) and compare renewa9le energy reso rces 1e.g.) solar) wind) water) 9iomass3 and nonrenewa9le energy reso rces 1e.g.) fossil f els) n clear energy3. 0.0 +escri9e the effects on the environment and on the car9on cycle of sing 9oth renewa9le and nonrenewa9le so rces of energy. +% Earth (rocesses and Cycles Central Conce"tsD %arth is a dynamic interconnected system. #he evol tion of %arth has 9een driven 9y interactions 9etween the lithosphere) hydrosphere) atmosphere) and 9iosphere. Over geologic time) the internal motions of %arth have contin o sly altered the topography and geography of the continents and ocean 9asins 9y 9oth constr ctive and destr ctive processes. ..1 %*plain how physical and chemical weathering leads to erosion and the formation of soils and sediments) and creates vario s types of landscapes. -ive e*amples that show the effects of physical and chemical weathering on the environment. ..0 +escri9e the car9on cycle. ... +escri9e the nitrogen cycle.

+% Earth (rocesses and Cycles $cont%& ..4 %*plain how water flows into and thro gh a watershed. %*plain the roles of a( ifers) wells) porosity) permea9ility) water ta9le) and r noff. ..; +escri9e the processes of the hydrologic cycle) incl ding evaporation) condensation) precipitation) s rface r noff and gro ndwater percolation) infiltration) and transpiration. ..5 +escri9e the rock cycle) and the processes that are responsi9le for the formation of igneo s) sedimentary) and metamorphic rocks. Compare the physical properties of these rock types and the physical properties of common rockBforming minerals. ..& +escri9e the a9sol te and relative dating methods sed to meas re geologic time) s ch as inde* fossils) radioactive dating) law of s perposition) and crossc tting relationships. ..6 #race the development of a lithospheric plate from its growth at a divergent 9o ndary 1midBocean ridge3 to its destr ction at a convergent 9o ndary 1s 9d ction zone3. =ecognize that alternating magnetic polarity is recorded in rock at midBocean ridges. .., %*plain the relationship 9etween convection c rrents in %arths mantle and the motion of the lithospheric plates. ..1: =elate earth( akes) volcanic activity) ts namis) mo ntain 9 ilding) and tectonic plift to plate movements. ..11 %*plain how seismic data are sed to reveal %arths interior str ct re and to locate earth( ake epicenters. ..10 +escri9e the =ichter scale of earth( ake magnit de and the relative damage that is inc rred 9y earth( akes of a given magnit de. =% The Arigin and Evolution of the 8niverse Central Conce"tsD #he origin of the niverse) 9etween 14 and 1; 9illion years ago) still remains one of the greatest ( estions in science. -ravity infl ences the formation and life cycles of gala*ies) incl ding o r own >ilky ?ay -ala*yC starsC planetary systemsC and resid al material left from the creation of the solar system. 4.1 %*plain the 2ig 2ang #heory and disc ss the evidence that s pports it) s ch as 9ackgro nd radiation and relativistic +oppler effect 1i.e.) Jred shiftK3. 4.0 +escri9e the infl ence of gravity and inertia on the rotation and revol tion of or9iting 9odies. %*plain the " nB%arthBmoon relationships 1e.g.) day) year) solar$l nar eclipses) tides3. 4.. %*plain how the " n) %arth) and solar system formed from a ne9 la of d st and gas in a spiral arm of the >ilky ?ay -ala*y a9o t 4.5 9illion years ago.
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"cientific literacy can 9e achieved as st dents in( ire a9o t geologic) meteorological) oceanographic) and astronomical phenomena. #he c rric l m sho ld incl de s 9stantial handsBon la9oratory and field e*periences) as appropriate) for st dents to develop and se scientific skills in %arth and "pace "cience) incl ding reading and interpreting maps) keys) and satellite) radar) and telescope imageriesC sing satellite and radar images and weather maps to ill strate weather forecastsC sing seismic data to identify regions of seismic activityC and sing data from vario s instr ments that are sed to st dy deep space and the solar system) as well as the in( iry skills listed 9elow. S-S#% Make o servations0 raise /uestions0 and formulate hypotheses%

O9serve the world from a scientific perspective. Pose ( estions and form hypotheses 9ased on personal o9servations) scientific articles) e*periments) and knowledge. =ead) interpret) and e*amine the credi9ility and validity of scientific claims in different so rces of information) s ch as scientific articles) advertisements) or media stories.
S-S!% Design and conduct scientific investigations%

Artic late and e*plain the maEor concepts 9eing investigated and the p rpose of an investigation. "elect re( ired materials) e( ipment) and conditions for cond cting an e*periment. 'dentify independent and dependent varia9les. ?rite proced res that are clear and replica9le. %mploy appropriate methods for acc rately and consistently o making o9servations o making and recording meas rements at appropriate levels of precision o collecting data or evidence in an organized way Properly se instr ments) e( ipment) and materials 1e.g.) scales) pro9eware) meter sticks) microscopes) comp ters3 incl ding setB p) cali9ration 1if re( ired3) techni( e) maintenance) and storage. Follow safety g idelines.
S-S+% Analy:e and interpret results of scientific investigations%

Present relationships 9etween and among varia9les in appropriate forms. =epresent data and relationships 9etween and among varia9les in charts and graphs. Fse appropriate technology 1e.g.) graphing software3 and other tools. Fse mathematical operations to analyze and interpret data res lts. Assess the relia9ility of data and identify reasons for inconsistent res lts) s ch as so rces of error or ncontrolled conditions. Fse res lts of an e*periment to develop a concl sion to an investigation that addresses the initial ( estions and s pports or ref tes the stated hypothesis. "tate ( estions raised 9y an e*periment that may re( ire f rther investigation.

S-S=% Communicate and apply the results of scientific investigations%

+evelop descriptions of and e*planations for scientific concepts that were a foc s of one or more investigations. =eview information) e*plain statistical analysis) and s mmarize data collected and analyzed as the res lt of an investigation. %*plain diagrams and charts that represent relationships of varia9les. Constr ct a reasoned arg ment and respond appropriately to critical comments and ( estions. Fse lang age and voca9 lary appropriately) speak clearly and logically) and se appropriate technology 1e.g.) presentation software3 and other tools to present findings. Fse and refine scientific models that sim late physical processes or phenomena. III3 M)T7EM)TIC)(
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"t dents are e*pected to know the content of the Massachusetts Mathematics Curriculum Framework( thro gh grade 6. 2elow are some specific skills from the Mathematics Framework that st dents in this co rse sho ld have the opport nity to apply< Constr ct and se ta9les and graphs to interpret data sets. "olve simple alge9raic e*pressions. Perform 9asic statistical proced res to analyze the center and spread of data. >eas re with acc racy and precision 1e.g.) length) vol me) mass) temperat re) time3 Convert within a nit 1e.g.) centimeters to meters3. Fse common prefi*es s ch as milli9( centi9( and kilo9. Fse scientific notation) where appropriate. Fse ratio and proportion to solve pro9lems.
#he following skills are not detailed in the Mathematics Framework) 9 t are necessary for a solid nderstanding in this co rse< +etermine percent error from e*perimental and accepted val es. Fse appropriate metric$standard international 1"'3 nits of meas rement for mass 1kg3C length 1m3C time 1s3C force 1!3C speed 1m$s3C acceleration 1m$s 03C and fre( ency 18z3. Fse the Celsi s and 7elvin scales.
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urface "rocesses and (andscape

Adapted from a contri9 tion from +an 2arstow
Earth and Space Science0 ,igh School 'n Chelmsford) >r. +s high school earth science st dents investigated the interconnections 9etween %arth systems 9y st dying river 9asins and the geologic materials thro gh which they flow. 8e 9egan this activity 9y asking the st dents) J8ow do rivers affect their s rro ndingsNK >r. + instr cted the class to write down their tho ghts) along with what they know a9o t the geology and plant life of the near9y >errimack =iver. #he class disc ssed their tho ghts. !e*t) the class visited two sites on the >errimack =iver to gather geologic and ecological data. >r. + helped the st dents identify areas along the river where erosion and deposition occ rred. At each site) they o9served the velocity of the water and noted where it was moving fast or slow. #hey collected information a9o t the river9ank) incl ding its slope and composition. >r. + instr cted the st dents on how to classify vegetation near the 9ank of the river and estimate its density. #he st dents sed a -lo9al Positioning "ystem to identify and record the latit de and longit de of 9oth sites so that they co ld later pinpoint the e*act locations they had o9served along the river. "t dents sketched all their o9servations and recorded their data. Fpon ret rning to the classroom) >r. + asked the st dents to se their o9servations and data to draw a 9irdsBeye view of the sections of the river they o9served. After completing their drawings) the st dents fo nd a satellite image of the >errimack =iver on the 'nternet. Fsing the >errimack image) >r. + helped st dents relate their 9irdsBeye drawings to the satellite image. "t dents identified patterns of erosion) degrees of meandering) and s rro nding vegetation. #hey sed ?e9 sites) topographical maps) and other reso rces to collect additional information a9o t the river. #hey researched how the nderlying 9edrock) topology) and climate shape and alter the >errimack. >r. + then instr cted the st dents to make comparisons 9etween the >errimack =iver and other rivers aro nd the world. "t dents were gro ped into pairs and each pair was assigned a specific river to investigate. Among the rivers researched were the !ile) Amazon) +an 9e) #igris) Dangtze) and >ississippi. %ach pair of st dents downloaded a satellite image of its assigned river and annotated the image to highlight feat res of the river. "t dents collected information on meandering) vegetation) patterns of erosion) and flood plains from the images as they had done for the >errimack. One pair noted) for e*ample) that the fertile green vegetated !ile flood plain creates a dramatic contrast with the neigh9oring dry 9rown desert. Another pair noted that the >ississippi has many meanderings) o* 9ow lakes) and other erosional feat res that have evolved over time. As a class) >r. + and the st dents disc ssed the similarities and differences 9etween the rivers they investigated as pairs and the local >errimack =iver. #he class then worked cooperatively to s mmarize how the characteristics of a river are the res lt of interactions of materials and processes in the river system. #hey then artic lated ideal locations along a river for the following< 113 white water rafting) 103 setting p a farm) and 1.3 near9y h man ha9itation. #hey detailed the optimal 9ank slope) 9asin shape) and water velocity for each of the locations. As a res lt of this e*perience) st dents learned how to make gro ndB9ased o9servations) and to acc rately collect and analyze data. "t dents were also a9le to read) interpret) and analyze satellite imagesC descri9e how rivers ca se erosion and create landscapesC and e*plain how s rface processes impact h man decisions.
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Assessment Strategies "t dents can correctly record data sing appropriate lang age and nits in an organized way. "t dents can create individ al portfolios of their work) incl ding some of the images they collected$downloaded) data charts) a s mmary of work completed) and a concl sive report. #hey can also present and comm nicate their work to other gro ps sing appropriate technology. "t dents can 9e shown images they have seen or not seen and 9e asked to annotate the images and s mmarize their properties according to a scaled r 9ric. Possi9le r 9ric items for working with images co ld incl de the following< 1. A9le to make distinction 9etween water 9odies 1e.g.) rivers) lakes) oceans3 and land feat res 1e.g.) mo ntains) cities) plains3. 0. A9le to identify detailed feat res of river 9asins) incl ding o* 9ows) river erosion patterns) vegetation) and flood plains. .. A9le to make connections 9etween the change processes and res lting feat res 1e.g.) relating river meanders to land topology3. Earth and Space Science <earning Standards ,igh School 1.6 =ead) interpret) and analyze a com9ination of gro ndB9ased o9servations) satellite data) and comp ter models to demonstrate %arth systems and their interconnections. ..1 %*plain how physical and chemical weathering leads to erosion and the formation of soils and sediments) and creates vario s types of landscapes. -ive e*amples that show the effects of physical and chemical weathering on the environment. Scientific -n/uiry Skills Standards ,igh School "'"1. >ake o9servations) raise ( estions) and form late hypotheses. O9serve the world from a scientific perspective. "'"0. +esign and cond ct scientific investigations. %mploy appropriate methods for acc rately and consistently o making o9servations o making and recording meas rements at appropriate levels of precision o collecting data or evidence in an organized way "'"4. Comm nicate and apply the res lts of scientific investigations. Fse lang age and voca9 lary appropriately) speak clearly and logically) and se appropriate technology 1e.g.) presentation software3 and other tools to present findings.
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*ife !cience 12iology3

#he life sciences investigate the diversity) comple*ity) and interconnectedness of life on earth. "t dents are nat rally drawn to e*amine living things) and as they progress thro gh the grade levels) they 9ecome capa9le of nderstanding the theories and models that scientists se to e*plain o9servations of nat re. 'n this respect) a Pre7A10 life science c rric l m mirrors the way in which the science of 9iology has evolved from o9servation to classification to theory. 2y high school) st dents learn the importance of +arwins theory of evol tion as a framework for e*plaining contin ity) diversity) and change over time. "t dents emerge from an ed cation in the life sciences recognizing that order in nat ral systems arises in accord with r les that seem to govern the physical world) and can 9e modeled and predicted thro gh the se of mathematics.
As Piaget noted) yo ng children tend to descri9e anything that moves as ali0e8 For p rposes of working with st dents in grades (re)5!) who do not yet nderstand the contin ity of life 1e.g.) from seed to seedling to tree to log3) li0ing can 9e defined as anything that is alive or has ever 9een alive 1e.g.) m skrat) flower) roadkill) log3 and nonli0ing can 9e defined as anything that is not now and has never 9een alive 1e.g.) rock) mo ntain) glass) wristwatch3. Over time) st dents refine their int itive nderstanding. #hey 9egin to incl de in their definition of li0ing s ch 9ehaviors as eating) growing) and reprod cing. #hey learn to se their senses to o9serve and then descri9e the nat ral world. !oticing differences and similarities) and gro ping organisms 9ased on common feat res are skills developed in the life science c rric l m at this grade span. For a more inBdepth disc ssion of this iss e) please refer to the $ational Science Education Standards. /earning standards for Pre7A0 fall nder the following fo r s 9topics< Characteristics o% =i0ing Things@ 7eredity@ E0olution and <iodi0ersity@ and =i0ing Things and Their En0ironment8
'n grades +56) st dents e*pand the range of o9servations they make of the living world. 'n partic lar) st dents in these grades record details of the life cycles of plants and animals) and e*plore how organisms are adapted to their ha9itats. "t dents move 9eyond sing their senses to gather information. #hey 9egin to se meas ring devices to gather ( antitative data that they record) e*amine) interpret) and comm nicate. #hey are introd ced to the power of empirical evidence as they design ways of e*ploring ( estions that arise from their o9servations. /earning standards for grades .A; fall nder the following fo r s 9topics< Characteristics o% !lants and -nimals@ Structures and Functions@ -da"tations o% =i0ing Things@ and Energy and =i0ing Things8
'n grades 75*) the emphasis changes from o9servation and description of individ al organisms to the development of a more connected view of 9iological systems. "t dents in these grades 9egin to st dy 9iology at the microscopic level) witho t delving into the 9iochemistry of cells. #hey learn that organisms are composed of cells and that some organisms are nicell lar and m st therefore carry o t all of the necessary processes for life within that single cell. Other organisms) incl ding h man 9eings) are m lticell lar) with cells working together. "t dents sho ld o9serve that the cells of a m lticell lar organism can 9e physically very different from each other)
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and sho ld relate that fact to the specific role that each cell has in the organism 1specialization3. For e*ample) cells of the eye or the skin or the tong e look different and do different things. "t dents in these grades also e*amine the hierarchical organization of m lticell lar organisms and the roles and relationships that organisms occ py in an ecosystem. As is o tlined in the $ational Science Education Standards) st dents in grades 5A6 sho ld 9e e*posed in a general way to the systems of the h man 9ody) 9 t are not e*pected to develop a detailed nderstanding at this grade level. #hey sho ld develop the nderstanding that the h man 9ody has organs) each of which has a specific f nction of its own) and that these organs together create systems that interact with each other to maintain life. At the macroscopic level) st dents foc s on the interactions that occ r within ecosystems. #hey e*plore the interdependence of living things) specifically the dependence of life on photosynthetic organisms s ch as plants) which in t rn depend pon the s n as their so rce of energy. "t dents se mathematics to calc late rates of growth) derive averages and ranges) and represent data graphically to descri9e and interpret ecological concepts. /earning standards for grades 5A6 fall nder the following eight s 9topics< Classi%ication o% Organisms@ Structure and Function o% Cells@ Systems in =i0ing Things@ .e"roduction and 7eredity@ E0olution and <iodi0ersity@ =i0ing Things and Their En0ironment@ Energy and =i0ing Things@ and Changes in Ecosystems O0er Time8
At the high school level) a solid nderstanding of the processes of life allows st dents to make scientifically informed decisions related to their health and to the health of the planet. "t dents in high school st dy life thro gh cell 9iology and genetics 1molec lar level3) verte9rate anatomy and physiology 1tiss e and organ levels3) and ecology 1organism and pop lation levels3. Organic evol tion) a concept f ndamental to nderstanding modern 9iology) nifies these diverse topics. "t dents learn that the +!A molec le is the f nctional nit of the evol tionary process) and that it dictates all of the physical traits that are inherited across generations. #hey learn that variation in traits also is inherited and that the nit of inheritance is the gene. "t dents learn that variation can give some individ als a selective advantage A perhaps d e to morphological) physiological or 9ehavioral traits A that allow them to s rvive 9etter) and to 9e more competitive in a given environment. #his nderstanding provides st dents with a framework for e*plaining why there are so many different kinds of organisms on %arthC why organisms of distantly related species share 9iochemical) anatomical) and f nctional characteristicsC why species 9ecome e*tinctC and how different kinds of organisms are related to one another. /earning standards for 2iology at the high school level fall nder the following si* s 9topics< The Chemistry o% =i%e@ Cell <iology@ +enetics@ -natomy and !hysiology@ E0olution and <iodi0ersity@ and Ecology8
/ife "cience learning standards are also gro ped nder 2road #opics in Appendi* ') which highlights the relationships of standards among grade spans. <iotechnology
2iotechnology is a rapidly e*panding field of 9iology that ses a growing set of techni( es to derive val a9le prod cts from organisms and their cells. 2iotechnology is already commonly sed to identify potential s spects in crimes or e*onerate persons wrongly acc sed) determine paternity) diagnose diseases) make highByield pestBresistant crops) and treat genetic ailments. %d cators sho ld recognize the importance of introd cing st dents to 9iotechnology as a way of 9etter nderstanding the molec lar 9asis of heredity. %d cators sho ld also provide st dents with methods and critical thinking skills to eval ate the 9enefits and risks of this technology.
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<ife Science $Biology&0 'rades (re)5!

Characteristics of <iving Things #% 3ecogni:e that animals $including humans& and plants are living things that grow0 reproduce0 and need food0 air0 and water% Differentiate etween living and nonliving things% 'roup oth living and nonliving things according to the characteristics that they share% 3ecogni:e that plants and animals have life cycles0 and that life cycles vary for different living things%
+raw and record the growth of a plant grown from seeds with different light e*pos res 1vary the d ration and intensity of light e*pos re3. *esign and construct a habitat %or a li0ing organism that meets its needs %or %ood( air( and water8 AT/E ?8?( ?82( ?84B
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Compare and contrast gro ps of animals 1e.g.) insects) 9irds) fish) mammals3 and look at how animals in these gro ps are more similar to one another than to animals in other gro ps.
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Fsing either live organisms or pict res$models) o9serve the changes in form that occ r d ring the life cycle of a 9 tterfly or frog. +isc ss the life cycle of a tree.
*esign and build a habitat %or a li0ing organism that can be modi%ied to meet the changing needs o% the organism during its li%e cycle8 AT/E ?8?( ?82B
,eredity =% Descri e ways in which many plants and animals closely resem le their parents in o served appearance%
/ook at and disc ss pict res of animals from the same species. O9serve and disc ss how they are alike and how they are different.
Evolution and Biodiversity 6% 3ecogni:e that fossils provide us with information a out living things that inha ited the earth years ago%
/ook at a variety of fossils or pict res of fossils) incl ding plants) fish) and e*tinct species. - ess what living organisms they might 9e related to. Make a %ossil "rint o% "lant lea0es using clay or "utty8 AT/E ?8?( ?82B
<ife Science $Biology&0 'rades (re)5!

<iving Things and Their Environment 7% 3ecogni:e that people and other animals interact with the environment through their senses of sight0 hearing0 touch0 smell0 and taste% 3ecogni:e changes in appearance that animals and plants go through as the seasons change% -dentify the ways in which an organism9s ha itat provides for its asic needs $plants re/uire air0 water0 nutrients0 and lightC animals re/uire food0 water0 air0 and shelter&%
O9serve small animals in the classroom while they find food) water) shelter) etc. #alk a9o t how people se their senses every day. *esign and build an ant %arm8 Obser0e how ants use their senses and how they communicate to each other the location o% a %ood source8 AT/E ?8?( ?82( ?84B
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O9serve and record changes in plants 1e.g.) trees) flowers) grass3 on the playgro nd and aro nd the school d ring fall) winter) and spring. Create a garden ha9itat that will attract and provide shelter for 9irds and 9 tterflies. =esearch and plant appropriate flowers.
#isit a ma"le syru" manu%acturing %acility8 *iscuss the sa"9to9ma"le syru" "rocess and the seasonal li%e cycle o% a tree8 AT/E ?8?( ?82B
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7a0e students draw "ictures o% their houses and an animal;s habitat8 *iscuss di%%erences and similarities Ae8g8( ty"e o% materials used to build each shelterB8 AT/E ?84B
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<ife Science $Biology&0 'rades +56

Characteristics of (lants and Animals #% Classify plants and animals according to the physical characteristics that they share%
"ort plant and animal pict res 9ased on physical characteristics. Fse a dichotomo s key to identify plants. Create a sim"le chart to classi%y "lants and animals that are common to the school;s geogra"hical area8 AT/E 282B
Structures and Functions !% -dentify the structures in plants $leaves0 roots0 flowers0 stem0 ark0 wood& that are responsi le for food production0 support0 water transport0 reproduction0 growth0 and protection% 3ecogni:e that plants and animals go through predicta le life cycles that include irth0 growth0 development0 reproduction0 and death% Descri e the ma>or stages that characteri:e the life cycle of the frog and utterfly as they go through metamorphosis%
O9serve plant$pollinator interaction and seed dispersal methods. "t dy maple trees and go maple s garing. 'dentify the str ct res in the maple tree and their f nctions. Collect "lants8 Make a detailed drawing o% a "lant8 &denti%y and label its ma,or structures Ai8e8( lea0es( %lowers( stems( roots( seedsB8 *escribe the %unction o% each structure8 AT/E 282( 284B
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-row plants from seed. +oc ment the complete life cycle of the plant. +escri9e emergence of str ct res and the f nctions of these str ct res. =ecord changes in height over time. -raph the data.
*esign and construct a habitat %or a small animal Ae8g8( insect( butter%ly( %rogB that has ade'uate s"ace and contains the necessities %or sur0i0al8 The habitat should allow %or obser0ation o% the animal as it goes through the stages o% its li%e cycle8 AT/E ?8?( ?82( 28?( 282( 284B
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Fsing either live organisms or pict res$models) o9serve the changes in form that occ r d ring the life cycle of a 9 tterfly or frog.

Structures and Functions $cont%& 6% Differentiate etween o served characteristics of plants and animals that are fully inherited $e%g%0 color of flower0 shape of leaves0 color of eyes0 num er of appendages& and characteristics that are affected y the climate or environment $e%g%0 rowning of leaves due to too much sun0 language spoken&%
>ake fre( ency ta9les of the n m9er of st dents with certain inherited physical traits) e.g.) eye color) hair color) earlo9e free or attached.
Adaptations of <iving Things 7% 'ive e1amples of how inherited characteristics may change over time as adaptations to changes in the environment that ena le organisms to survive0 e%g%0 shape of eak or feet0 placement of eyes on head0 length of neck0 shape of teeth0 color% 'ive e1amples of how changes in the environment $drought0 cold& have caused some plants and animals to die or move to new locations $migration&%
Compare and contrast the physical characteristics of plants or animals from widely different environments 1e.g.) desert vs. tropical plants) a( atic vs. terrestrial animals3. %*plore how each is adapted to its environment. *iscuss how engineers design things by using their knowledge o% the ways that animals mo0e Ae8g8( birds and wings in%luence air"lane design( tails and %ins o% a'uatic animals in%luence boat designB8 AT/E 28CB
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'nvestigate how invasive species o tBcompete native plants 1e.g.) phragmites and p rple loosestrife3. +isc ss how some native plants die as a res lt.
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Adaptations of <iving Things $cont%& *% Descri e how organisms meet some of their needs in an environment y using ehaviors $patterns of activities& in response to information $stimuli& received from the environment% 3ecogni:e that some animal ehaviors are instinctive $e%g%0 turtles urying their eggs&0 and others are learned $e%g%0 humans uilding fires for warmth0 chimpan:ees learning how to use tools&% 3ecogni:e plant ehaviors0 such as the way seedlings9 stems grow toward light and their roots grow downward in response to gravity% 3ecogni:e that many plants and animals can survive harsh environments ecause of seasonal ehaviors0 e%g%0 in winter0 some trees shed leaves0 some animals hi ernate0 and other animals migrate% 'ive e1amples of how organisms can cause changes in their environment to ensure survival% E1plain how some of these changes may affect the ecosystem%
+isc ss how newly 9orn sea t rtles find their way to the ocean. +isc ss how pets are trained to learn new tricks. +isc ss how migrating 9irds navigate. +isc ss the actions that coastal species take to adE st to the changing levels of the tide. O9serve an earthworm placed on top of soil in a container that is e*posed to light. +isc ss how its a9ility to sense light helps it s rvive 19y 9 rrowing3 and how its str ct re allows it to 9 rrow thro gh soil. "et a germinating 9ean in a glass filled with water ne*t to an asymmetric so rce of light. Allow the root and stem to grow a few inches. =otate the 9ean so that the roots are now to ching the water at an angle and the stem is away from the light so rce. O9serve how the root system and stem respond to this change 9y changing their direction of growth.
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+isc ss the importance of wetlands to h man s rvival. 'nvestigate how an invasive species changes an ecosystem. =esearch local proEects where h mans are changing the environment to ens re a species
<rainstorm and sketch items in the home that do hel" or could hel" humans sur0i0e Ae8g8( heater %or warmth( sto0e to cookB8 AT/E 28?( 282B
(E)RNIN0 T)ND)RD
s rvival.
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Energy and <iving Things ##% Descri e how energy derived from the sun is used y plants to produce sugars $photosynthesis& and is transferred within a food chain from producers $plants& to consumers to decomposers%
>ake a food chain. 2egin with the s n as the so rce of energy and end with decomposers. Create links that show the relationships of plants and animals in the chain. "how the direction of the flow of energy. +isc ss res lts if vario s links in the chain are 9roken. *esign and build a com"ost bin8 1se a thermometer to measure the tem"erature rise during com"osting8 *iscuss where heat AenergyB comes %rom Adecom"osers metaboli e energy stored by "roducers and consumersB8 AT/E ?82B
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Or&anisms in Their En1ironments

Adapted from a s 9mission 9y %llie 8orowitz) >assach setts +ivision of Fisheries and ?ildlife
<ife Science0 'rades +56 $this activity can e adapted for other grade levels& %very year) thirdBgrade teacher >s. #restin does a nit on living things called J/ife in the "oil.K On a trip to a wooded area or in the schoolyard) st dents look for living and nonliving things. "t dents often discover plants and animals) incl ding insects) 9 gs) and other creat res living in and aro nd leaf litter) rotting logs) or even 9ehind plastic or wood in paved areas. As st dents o9serve these creat res) >s. #restin asks them) J?hat does it look like) and what is it doingNK "he asks the st dents to identify) classify) catalog) and place in a food we9 the living organisms that they find. #hey develop field g ides to the creat res of the different microha9itats. >s. #restin e*tends this nit 9y e*amining life in fresh water. "t dents visit a pond or stream) wade into the shallow water) and slide a dip net along the 9ottom. #he creat res they catch are placed caref lly in small containers and o9served with a hand lens. #he st dents compare the similarities and differences among the creat res fo nd in water and in soil. Biodiversity Days0 Any 'rade <evel As an e*tension to the st dy of plants and animals) st dents at any grade level can participate in 2iodiversity +ays) which offers the comm nity an opport nity to see how many species they can find in their area. Field g ides or lists can 9e provided for the event. "t dents) teachers) and comm nity mem9ers can investigate their schoolyards or recreation areas) or Eoin a townwide effort. "t dents make lists of the common plants and animals) and then look closely to find ones that are different. A gro p of st dents may compile a list of everything they find) or may foc s on a single gro p like 9irds) reptiles) amphi9ians) or animals that live in or aro nd vernal pools. Class mem9ers may want to com9ine their lists into a master list and pass it on as a reference for f t re o9servations. All of the information collected can 9e com9ined) sing digital cameras or a scanner) and comp ter software) to create a school or townwide electronic field g ide. #his data can 9e s 9mitted and incl ded in a statewide data9ase. For more information a9o t 2iodiversity +ays in >assach setts) visit http<$$www.maccwe9.org$9iodiversityMdays.html. Assessment Strategies Clearly state yo r e*pectations for the st dents work. O tline the e*pectations for how field g ide data sho ld 9e organized and recorded. 't is helpf l to have a sample of the level of work e*pected) s ch as a high ( ality field g ide developed 9y previo s st dents. +evelop a r 9ric that assesses how acc rately the st dent identifies) classifies) catalogs) and places the organisms in a food we9. As a c lminating activity) invite parents and friends to school and ask st dents to present their findings. #he teacher may wish to ask a comm nity mem9er to help eval ate the st dents presentations. <ife Science <earning Standards 'rades +56 1. Classify plants and animals according to the physical characteristics that they share. .. =ecognize that plants and animals go thro gh predicta9le life cycles that incl de 9irth) growth) development) reprod ction) and death.
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<ife Science $Biology&0 'rades 75*

Classification of Arganisms #% Classify organisms into the currently recogni:ed kingdoms according to characteristics that they share% Be familiar with organisms from each kingdom% Structure and Function of Cells !% 3ecogni:e that all organisms are composed of cells0 and that many organisms are single2celled $unicellular&0 e%g%0 acteria0 yeast% -n these single2celled organisms0 one cell must carry out all of the asic functions of life% Compare and contrast plant and animal cells0 including ma>or organelles $cell mem rane0 cell wall0 nucleus0 cytoplasm0 chloroplasts0 mitochondria0 vacuoles&% 3ecogni:e that within cells0 many of the asic functions of organisms $e%g%0 e1tracting energy from food and getting rid of waste& are carried out% The way in which cells function is similar in all living organisms% Systems in <iving Things 6% Descri e the hierarchical organi:ation of multicellular organisms from cells to tissues to organs to systems to organisms% -dentify the general functions of the ma>or systems of the human ody $digestion0 respiration0 reproduction0 circulation0 e1cretion0 protection from disease0 and movement0 control0 and coordination& and descri e ways that these systems interact with each other%
O9serve) descri9e) record) and compare a variety of nicell lar organisms fo nd in a( atic ecosystems.
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O9serve a range of plant and animal cells to identify the cell wall) cell mem9rane) chloroplasts) vac oles) n cle s) and cytoplasm when present.
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3eproduction and ,eredity .% 3ecogni:e that every organism re/uires a set of instructions that specifies its traits% These instructions are stored in the organism9s chromosomes% ,eredity is the passage of these instructions from one generation to another% 3ecogni:e that hereditary information is contained in genes located in the chromosomes of each cell% A human cell contains a out +"0""" different genes on !+ different chromosomes% Compare se1ual reproduction $offspring inherit half of their genes from each parent& with ase1ual reproduction $offspring is an identical copy of the parent9s cell&% Evolution and Biodiversity #"% 'ive e1amples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms% 3ecogni:e that evidence drawn from geology0 fossils0 and comparative anatomy provides the asis of the theory of evolution% 3elate the e1tinction of species to a mismatch of adaptation and the environment%
's the pterodactyl a flying reptile or the ancestor of 9irdsN +isc ss 9oth possi9ilities 9ased on the str ct ral characteristics shown in pterodactyl fossils and those of modern 9irds and reptiles. =elate how n mero s species co ld not adapt to ha9itat destr ction and overkilling 9y h mans) e.g.) woolly mammoth) passenger pigeon) great a k.
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<iving Things and Their Environment #+% 'ive e1amples of ways in which organisms interact and have different functions within an ecosystem that ena le the ecosystem to survive%
"t dy several sym9iotic relationships s ch as o*pecker 19ird3 with rhinoceros 1mammal3. 'dentify specific 9enefits received 9y one or 9oth partners.
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Energy and <iving Things #=% E1plain the roles and relationships among producers0 consumers0 and decomposers in the process of energy transfer in a food we % E1plain how dead plants and animals are roken down y other living organisms and how this process contri utes to the system as a whole% 3ecogni:e that producers $plants that contain chlorophyll& use the energy from sunlight to make sugars from car on dio1ide and water through a process called photosynthesis% This food can e used immediately0 stored for later use0 or used y other organisms%
+istri9 te pict res of vario s prod cers) cons mers) and decomposers to gro ps of st dents. 8ave each gro p organize the pict res according to the relationships among the pict red species and write a paragraph that e*plains the roles and relationships. O9serve decomposer organisms in a compost heap on the school gro nds) a compost col mn in a plastic 9ottle) or a worm 9in. Fse compost for starting seeds in the classroom or in a schoolyard garden. #est for s gars and starch in plant leaves.
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Changes in Ecosystems Aver Time #.% -dentify ways in which ecosystems have changed throughout geologic time in response to physical conditions0 interactions among organisms0 and the actions of humans% Descri e how changes may e catastrophes such as volcanic eruptions or ice storms% 3ecogni:e that iological evolution accounts for the diversity of species developed through gradual processes over many generations%
"t dy changes in an area of the schoolyard or a local ecosystem over an e*tended period. "t dents might even compare their o9servations to those made 9y st dents in previo s years.
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Biology0 ,igh School

I3 CONTENT
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#% The Chemistry of <ife Central Conce"tD Chemical elements form organic molec les that interact to perform the 9asic f nctions of life. 1.1 =ecognize that 9iological organisms are composed primarily of very few elements. #he si* most common are C) 8) !) O) P) and ". 1.0 +escri9e the 9asic molec lar str ct res and primary f nctions of the fo r maEor categories of organic molec les 1car9ohydrates) lipids) proteins) n cleic acids3. 1.. %*plain the role of enzymes as catalysts that lower the activation energy of 9iochemical reactions. 'dentify factors) s ch as p8 and temperat re) that have an effect on enzymes. !% Cell Biology Central Conce"tsD Cells have specific str ct res and f nctions that make them distinctive. Processes in a cell can 9e classified 9roadly as growth) maintenance) and reprod ction. 0.1 =elate cell parts$organelles 1plasma mem9rane) n clear envelope) n cle s) n cleol s) cytoplasm) mitochondrion) endoplasmic retic l m) -olgi apparat s) lysosome) ri9osome) vac ole) cell wall) chloroplast) cytoskeleton) centriole) cili m) flagell m) pse dopod3 to their f nctions. %*plain the role of cell mem9ranes as a highly selective 9arrier 1diff sion) osmosis) facilitated diff sion) active transport3. 0.0 Compare and contrast) at the cell lar level) the general str ct res and degrees of comple*ity of prokaryotes and e karyotes. 0.. Fse cell lar evidence 1e.g.) cell str ct re) cell n m9er) cell reprod ction3 and modes of n trition to descri9e the si* kingdoms 1Archae9acteria) % 9acteria) Protista) F ngi) Plantae) Animalia3. 0.4 'dentify the reactants) prod cts) and 9asic p rposes of photosynthesis and cell lar respiration. %*plain the interrelated nat re of photosynthesis and cell lar respiration in the cells of photosynthetic organisms. 0.; %*plain the important role that A#P serves in meta9olism. 0.5 +escri9e the cell cycle and the process of mitosis. %*plain the role of mitosis in the formation of new cells) and its importance in maintaining chromosome n m9er d ring ase* al reprod ction. 0.& +escri9e how the process of meiosis res lts in the formation of haploid cells. %*plain the importance of this process in se* al reprod ction) and how gametes form diploid zygotes in the process of fertilization. 0.6 Compare and contrast a vir s and a cell in terms of genetic material and reprod ction. +% 'enetics Central Conce"tsD -enes allow for the storage and transmission of genetic information. #hey are a set of instr ctions encoded in the n cleotide se( ence of each organism. -enes code for the specific se( ences of amino acids that comprise the proteins characteristic to that organism. ..1 +escri9e the 9asic str ct re 1do 9le heli*) s gar$phosphate 9ack9one) linked 9y complementary n cleotide pairs3 of +!A) and descri9e its f nction in genetic inheritance.
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+% 'enetics $cont%& ..0 +escri9e the 9asic process of +!A replication and how it relates to the transmission and conservation of the genetic code. %*plain the 9asic processes of transcription and translation) and how they res lt in the e*pression of genes. +isting ish among the end prod cts of replication) transcription) and translation. ... %*plain how m tations in the +!A se( ence of a gene may or may not res lt in phenotypic change in an organism. %*plain how m tations in gametes may res lt in phenotypic changes in offspring. ..4 +isting ish among o9served inheritance patterns ca sed 9y several types of genetic traits 1dominant) recessive) codominant) se*Blinked) polygenic) incomplete dominance) m ltiple alleles3. ..; +escri9e how >endels laws of segregation and independent assortment can 9e o9served thro gh patterns of inheritance 1e.g.) dihy9rid crosses3. ..5 Fse a P nnett "( are to determine the pro9a9ilities for genotype and phenotype com9inations in monohy9rid crosses. =% Anatomy and (hysiology Central Conce"tsD #here is a relationship 9etween the organization of cells into tiss es and the organization of tiss es into organs. #he str ct res and f nctions of organs determine their relationships within 9ody systems of an organism. 8omeostasis allows the 9ody to perform its normal f nctions. 4.1 %*plain generally how the digestive system 1mo th) pharyn*) esophag s) stomach) small and large intestines) rect m3 converts macromolec les from food into smaller molec les that can 9e sed 9y cells for energy and for repair and growth. 4.0 %*plain how the circ latory system 1heart) arteries) veins) capillaries) red 9lood cells3 transports n trients and o*ygen to cells and removes cell wastes. +escri9e how the kidneys and the liver are closely associated with the circ latory system as they perform the e*cretory f nction of removing waste from the 9lood. =ecognize that kidneys remove nitrogeno s wastes) and the liver removes many to*ic compo nds from 9lood. 4.. %*plain how the respiratory system 1nose) pharyn*) laryn*) trachea) l ngs) alveoli3 provides e*change of o*ygen and car9on dio*ide. 4.4 %*plain how the nervo s system 19rain) spinal cord) sensory ne rons) motor ne rons3 mediates comm nication among different parts of the 9ody and mediates the 9odys interactions with the environment. 'dentify the 9asic nit of the nervo s system) the ne ron) and e*plain generally how it works. 4.; %*plain how the m sc lar$skeletal system 1skeletal) smooth and cardiac m scles) 9ones) cartilage) ligaments) tendons3 works with other systems to s pport the 9ody and allow for movement. =ecognize that 9ones prod ce 9lood cells. 4.5 =ecognize that the se* al reprod ctive system allows organisms to prod ce offspring that receive half of their genetic information from their mother and half from their father) and that se* ally prod ced offspring resem9le) 9 t are not identical to) either of their parents. 4.& =ecognize that comm nication among cells is re( ired for coordination of 9ody f nctions. #he nerves comm nicate with electrochemical signals) hormones circ late thro gh the 9lood) and some cells prod ce signals to comm nicate only with near9y cells. 4.6 =ecognize that the 9odys systems interact to maintain homeostasis. +escri9e the 9asic f nction of a physiological feed9ack loop.

6% Evolution and Biodiversity Central Conce"tsD %vol tion is the res lt of genetic changes that occ r in constantly changing environments. Over many generations) changes in the genetic makeB p of pop lations may affect 9iodiversity thro gh speciation and e*tinction. ;.1 ;.0 %*plain how evol tion is demonstrated 9y evidence from the fossil record) comparative anatomy) genetics) molec lar 9iology) and e*amples of nat ral selection. +escri9e species as reprod ctively distinct gro ps of organisms. =ecognize that species are f rther classified into a hierarchical ta*onomic system 1kingdom) phyl m) class) order) family) gen s) species3 9ased on morphological) 9ehavioral) and molec lar similarities. +escri9e the role that geographic isolation can play in speciation. %*plain how evol tion thro gh nat ral selection can res lt in changes in 9iodiversity thro gh the increase or decrease of genetic diversity within a pop lation.
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7% Ecology Central Conce"tD %cology is the interaction among organisms and 9etween organisms and their environment. 5.1 %*plain how 9irth) death) immigration) and emigration infl ence pop lation size. 5.0 Analyze changes in pop lation size and 9iodiversity 1speciation and e*tinction3 that res lt from the following< nat ral ca ses) changes in climate) h man activity) and the introd ction of invasive) nonBnative species. 5.. Fse a food we9 to identify and disting ish prod cers) cons mers) and decomposers) and e*plain the transfer of energy thro gh trophic levels. +escri9e how relationships among organisms 1predation) parasitism) competition) commensalism) m t alism3 add to the comple*ity of 9iological comm nities. 5.4 %*plain how water) car9on) and nitrogen cycle 9etween a9iotic reso rces and organic matter in an ecosystem) and how o*ygen cycles thro gh photosynthesis and respiration.
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C I E N T I 6 I C
IN:UIR8
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"cientific literacy can 9e achieved as st dents in( ire a9o t the 9iological world. #he c rric l m sho ld incl de s 9stantial handsBon la9oratory and field e*periences) as appropriate) for st dents to develop and se scientific skills in 9iology) along with the in( iry skills listed 9elow. S-S#% Make o servations0 raise /uestions0 and formulate hypotheses%


Present relationships 9etween and among varia9les in appropriate forms. o =epresent data and relationships 9etween and among varia9les in charts and graphs. o Fse appropriate technology 1e.g.) graphing software3 and other tools. Fse mathematical operations to analyze and interpret data res lts. Assess the relia9ility of data and identify reasons for inconsistent res lts) s ch as so rces of error or ncontrolled conditions. Fse res lts of an e*periment to develop a concl sion to an investigation that addresses the initial ( estions and s pports or ref tes the stated hypothesis. "tate ( estions raised 9y an e*periment that may re( ire f rther investigation.


2 I ( (
#he following skills are not detailed in the Mathematics Framework) 9 t are necessary for a solid nderstanding in this co rse< +etermine the correct n m9er of significant fig res. +etermine percent error from e*perimental and accepted val es. Fse appropriate metric$standard international 1"'3 nits of meas rement for mass 1kg3C length 1m3C and time 1s3. Fse the Celsi s scale.
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E/ercise "h$sio#o&$ Biology0 ,igh School ?hile st dying anatomy and physiology) >iss "cott helped her high school 9iology st dents nderstand the comple* interactions 9etween cells) organs) and organ systems thro gh an investigation of e*ercise physiology. After the st dents learned a9o t the general str ct res and f nctions of the respiratory) circ latory) and m sc lar systems) >iss "cott asked the st dents to 9rainstorm what happens to their 9odies when they e*ercise. After the st dents generated a list of the 9odys responses) >iss "cott asked a seemingly simple ( estion) J?hich organ system is affected the most 9y e*erciseNK #he st dents disc ssed their tho ghts and formed three gro ps) with each gro p assigned one of the three systems. %ach gro p designed an e*periment to meas re the response to r nning of their gro ps system of interest. "t dents identified a meas ra9le varia9le associated with their gro ps system< heart rate for the circ latory systemC 9reathing rate for the respiratory systemC and m scle fatig e 1the n m9er of sitB ps3 for the m sc lar system. All the gro ps sed %i0e min tes of r nning on a treadmillTat a tenBmin teBperB mile paceTas the standard for e*ercise. 2efore starting) >iss "cott checked each gro ps hypothesis) proced re) and data chart. %ach gro p collected data from five different individ als) shown 9elow< 3esponses to 3unning Breathing 3ate 12reaths$>in te3 "t dent 0 "t dent . "t dent 4 "t dent ; 0: 14 1& 1; .5 0& 0, .. ,eart 3ate 12eats$>in te3 "t dent . "t dent 4 "t dent ; 60 5; &; 1;; 1.; 14;
2efore %*ercise After %*ercise
"t dent 1 1; 05
Average 15 .:
"t dent 1 &4 14: "t dent 1 .5 .5
"t dent 0 5, 10:
Average &. 1., Average .1 0&
3epetition 3ate 1! m9er of "itB ps$>in te3 "t dent 0 "t dent . "t dent 4 "t dent ; .: 4: 04 0& 04 .4 1, 00
#he st dents were not s rprised 9y their findings. %*ercise increased heart and 9reathing rates and red ced the amo nt of sitB ps a st dent co ld complete. 2 t which system was affected the mostN #he class disc ssed this essential ( estion and decided to calc late the percent change for the average response of each system. ?ith the help of >iss "cott) the st dents determined that the st dents average 9reathing rate increased 66U) heart rate increased ,:U) and repetition rate decreased 1.U. >iss "cott helped the st dents interpret the res lts. #he st dents concl ded that while the heart e*perienced the greatest change) the whole circ latory system was not necessarily affected the most. #he st dents realized they wo ld need more information a9o t how the circ latory system responded to e*erciseC perhaps changes in 9lood press re wo ld help them ga ge how the whole system responded. #he st dents also disc ssed the similarities 9etween the changes in heart and 9reathing rate. >iss "cott asked the st dents why the 9reathing and heart rate changes were so similar and the repetition rate changed so little. #he st dents descri9ed how the respiratory and circ latory system worked together to provide the m scles with o*ygen to do work. 2eca se the circ latory and respiratory system responded to the needs of the m scles) the m scles were a9le to keep working.
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>iss "cott then asked) J?hy do the m scles need so m ch o*ygen when they are 9eing workedNK #he st dents e*plained that to move) the m scles re( ire energy) and o*ygen pro9a9ly had something to do with making energy. #his led to a short disc ssion of how cells make energy) incl ding st dents reference to prior learning a9o t the role of mitochondria. #he st dents had diffic lty with the details) however) so >iss "cott provided them with a short reading passage on cell lar respiration. "he asked the st dents to think a9o t how the circ latory and respiratory systems were involved in cell lar respiration as they read the passage. After reading the passage) the st dents individ ally created a diagram of cell lar respiration that detailed the relationships among the circ latory and respiratory systems and the cell. One st dent asked >iss "cott where the amino acids) gl cose) fatty acids) and glycerol came from for cell lar respiration. "he wrote the st dents ( estion on the 9oard and told the class that the ( estion wo ld 9e the foc s of their ne*t investigation. Assessment Strategies "t dents sho ld 9e provided early in the lesson with a r 9ric that clearly o tlines the e*pectations for the la9oratory investigation. "t dents can se this r 9ric to selfBeval ate their work. "t dents can develop a la9eled diagram detailing the path of o*ygen into the 9ody to the cells of a m scle) and the path of car9on dio*ide from a cell o t of the 9ody. "t dents can independently create a plan for a 9icyclist to ma*imize her or his performance d ring a twoBday 1::Bmile race. Biology <earning Standards ,igh School 0.; %*plain the important role that A#P serves in meta9olism. 4.0 %*plain how the circ latory system 1heart) arteries) veins) capillaries) red 9lood cells3 transports n trients and o*ygen to cells and removes cell wastes. V1see page ;; for entire standard3 4.. %*plain how the respiratory system 1nose) pharyn*) laryn*) trachea) l ngs) alveoli3 provides e*change of o*ygen and car9on dio*ide. 4.; %*plain how the m sc lar$skeletal system 1skeletal) smooth and cardiac m scles) 9ones) cartilage) ligaments) tendons3 works with other systems to s pport the 9ody and allow for movement. =ecognize that 9ones prod ce 9lood cells. 4.6 =ecognize that the 9odys systems interact to maintain homeostasis. +escri9e the 9asic f nction of a physiological feed9ack loop. Scientific -n/uiry Skills Standards ,igh School "'"1. >ake o9servations) raise ( estions) and form late hypotheses. Pose ( estions and form hypotheses 9ased on personal o9servations) scientific articles) e*periments) and knowledge. "'"0. +esign and cond ct scientific investigations. Artic late and e*plain the maEor concepts 9eing investigated and the p rpose of an investigation. "elect re( ired materials) e( ipment) and conditions for cond cting an e*periment. "'".. Analyze and interpret res lts of scientific investigations. Present relationships 9etween and among varia9les in appropriate forms. Fse res lts of an e*periment to develop a concl sion to an investigation that addresses the initial ( estions and s pports or ref tes the stated hypothesis. "'"4. Comm nicate and apply the res lts of scientific investigations. +evelop descriptions of and e*planations for scientific concepts that were the foc s of one or more investigations. =eview information) e*plain statistical analysis) and s mmarize data collected and analyzed as the res lt of an investigation.
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Physical !ciences 1Chemistry and Physics3

#he physical sciences 1chemistry and physics3 e*amine the physical world aro nd s. Fsing the methods of the physical sciences) st dents learn a9o t the composition) str ct re) properties) and reactions of matter) and the relationships 9etween matter and energy. "t dents are 9est a9le to 9 ild nderstanding of the physical sciences thro gh handsBon e*ploration of the physical world. #his Framework enco rages repeated and increasingly sophisticated e*periences that help st dents nderstand properties of matter) chemical reactions) forces and motion) and energy. #he links 9etween these concrete e*periences and more a9stract knowledge and representations are forged grad ally. Over the co rse of their schooling) st dents develop more incl sive and generaliza9le e*planations a9o t physical and chemical interactions. #ools play a key role in the st dy of the physical world) helping st dents to detect physical phenomena that are 9eyond the range of their senses. 2y sing wellBdesigned instr ments and comp terB9ased technologies) st dents can 9etter e*plore physical phenomena in ways that s pport greater concept al nderstanding.
'n grades (re)5!) st dents c riosity is engaged when they o9serve physical processes and sort o9Eects 9y different criteria. + ring these activities) st dents learn 9asic concepts a9o t how things are alike or different. As they p sh) p ll) and transform o9Eects 9y acting pon them) the st dents see the res lts of their actions and 9egin to nderstand how part of their world works. #hey contin e to 9 ild nderstanding 9y telling stories a9o t what they did and what they fo nd o t. /earning standards for Pre7A0 fall nder the following three s 9topics< Obser0able !ro"erties o% Ob,ects@ States o% Matter@ and !osition and Motion o% Ob,ects8
'n grades +56) st dents growth in their nderstanding of ordinary things allows them to make the intellect al connections necessary to nderstand how the physical world works. "t dents are a9le to design simple comparative tests) carry o t the tests) collect and record data) analyze res lts) and comm nicate their findings to others. /earning standards for grades .A; fall nder the following three s 9topics< !ro"erties o% Ob,ects and Materials@ States o% Matter@ and Forms o% Energy 1incl ding electrical) magnetic) so nd) and light3.
'n grades 75*) st dents still need concrete) physicalBworld e*periences to help them develop concepts associated with motion) mass) vol me) and energy. As they learn to make acc rate meas rements sing a variety of instr ments) their e*periments 9ecome more ( antitative and their physical models more precise. "t dents in these grades are a9le to graph one meas rement in relation to another) s ch as temperat re change over time. #hey may collect data 9y sing microcomp terB or calc latorB 9ased la9oratories 1>2/ or C2/3) and can learn to make sense immediately of graphical and other a9stract representations essential to scientific nderstanding.
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/earning standards for grades 5A6 fall nder the following five s 9topics< !ro"erties o% Matter@ Elements( Com"ounds( and Mi)tures@ Motion o% Ob,ects@ Forms o% Energy@ and 7eat Energy8
'n high school Chemistry) st dents learn a9o t the properties of matter and how these properties help to organize elements on the periodic ta9le. "t dents develop a 9etter nderstanding of the str ct re of the atom. "t dents develop an nderstanding of chemical reactions) incl ding the involvement of energy and s 9Batomic particles) to 9etter nderstand the nat re of chemical changes. "t dents learn a9o t chemical reactions that occ r aro nd s everyday as they learn a9o t chemical reactions s ch as o*idationBred ction) com9 stion) and decomposition. "t dents also gain a deeper nderstanding of acids and 9ases) rates of reactions) and factors that affect those rates. From calc lating stoichiometry pro9lems and molar concentrations) st dents learn a9o t proportionality and strengthen their mathematical skills. /earning standards for high school Chemistry fall nder the following eight s 9topics< !ro"erties o% Matter@ -tomic Structure and $uclear Chemistry@ !eriodicity@ Chemical <onding@ Chemical .eactions and Stoichiometry@ States o% Matter( 2inetic Molecular Theory( and Thermochemistry@ Solutions( .ates o% .eaction( and E'uilibrium@ and -cids and <ases and O)idation9.eduction .eactions8
'n high school -ntroductory (hysics) st dents recognize the nat re and scope of physics) incl ding its relationship to the other sciences. "t dents learn a9o t 9asic topics s ch as motion) forces) energy) heat) waves) electricity) and magnetism. #hey learn a9o t nat ral phenomena 9y sing physical laws to calc late ( antities s ch as velocity) acceleration) moment m) and energy. "t dents of introd ctory physics learn a9o t the relationships 9etween motion and forces thro gh !ewtons laws of motion. #hey st dy the difference 9etween vector and scalar ( antities and learn how to solve 9asic pro9lems involving these ( antities. "t dents learn a9o t conservation of energy and moment m and how these are applied to everyday sit ations. #hey learn a9o t heat and how thermal energy is transferred thro gho t the different phases of matter. "t dents e*tend their knowledge of waves and how they carry energy. "t dents gain a 9etter nderstanding of electric c rrent) voltage) and resistance 9y learning a9o t Ohms law. #hey also gain knowledge a9o t the electromagnetic spectr m in terms of wavelength and fre( ency. /earning standards for high school 'ntrod ctory Physics fall nder the following si* s 9topics< Motion and Forces@ Conser0ation o% Energy and Momentum@ 7eat and 7eat Trans%er@ :a0es@ Electromagnetism@ and Electromagnetic .adiation8
Physical "cience learning standards are also gro ped nder 2road #opics in Appendi* ') which highlights the relationships of standards among grade spans.
(hysical Sciences $Chemistry and (hysics&0 'rades (re)5!

A serva le (roperties of A >ects #% Sort o >ects y o serva le properties such as si:e0 shape0 color0 weight0 and te1ture%
>anip late) o9serve) compare) descri9e) and gro p o9Eects fo nd in the classroom) on the playgro nd) and at home. !redict %rom looking at the sha"e o% a sim"le tool or ob,ect what actions it might be used %or Ae8g8( "liers( letter o"ener( "a"erweightB8 AT/E ?82( 28?B
States of Matter !% -dentify o >ects and materials as solid0 li/uid0 or gas% 3ecogni:e that solids have a definite shape and that li/uids and gases take the shape of their container%
Fsing transparent containers of very different shapes 1e.g.) cylinder) cone) c 9e3 po r water from one container into another. O9serve and disc ss the Jchanging shapeK of the water. -sk students to bring in di%%erent ty"es o% containers %rom home8 *iscuss and demonstrate whether the containers are a""ro"riate to hold solids and li'uids Ae8g8( an unwa)ed cardboard bo) will absorb water and e0entually disintegrate while a glass bottle will notB8 AT/E ?8?( ?82B
(osition and Motion of A >ects +% Descri e the various ways that o >ects can move0 such as in a straight line0 :ig:ag0 ack2and2forth0 round2 and2round0 fast0 and slow% Demonstrate that the way to change the motion of an o >ect is to apply a force $give it a push or a pull&% The greater the force0 the greater the change in the motion of the o >ect%
Fse a spinning toy 1e.g.) a top3 to e*plore ro ndBandBro nd motion and a rocking toy 1e.g.) a rocking horse3 to e*plore 9ackBandBforth motion. 1sing construction "a"er and glue( design a three9dimensional ob,ect that will roll in a straight line and a three9dimensional ob,ect that will roll around in a circle8 AT/E ?84( 28?B
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P sh and p ll o9Eects on a hard) smooth s rface. >ake predictions as to what directions they will move and how far they will go. =epeat sing vario s s rfaces 1e.g.) ro gh) soft3.
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(E)RNIN0 T)ND)RD
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3ecogni:e that under some conditions0 o >ects can e alanced%
#ry to make a long thin rectang lar 9lock of wood stand pright on each face. !ote that it stands 19alances3 very easily on some faces) 9 t not on all.
*esign a le0er( "utting une'ual weights on the ends o% the balance board8 Obser0e8 $ow %ind ways to restore the balance by mo0ing the %ulcrum( kee"ing each weight in the same "lace8 *iscuss what ha""ens8 AT/E 28?B
(hysical Sciences $Chemistry and (hysics&0 'rades +56

(roperties of A >ects and Materials #% Differentiate etween properties of o >ects $e%g%0 si:e0 shape0 weight& and properties of materials $e%g%0 color0 te1ture0 hardness&%
-ather a variety of solid o9Eects. Collect data on properties of these o9Eects) s ch as origin 1h manB made or nat ral3) weight 1heavy) medi m) light3) length) odor) color) hardness) and fle*i9ility. +i0en a 0ariety o% ob,ects made o% di%%erent materials( ask 'uestions and make "redictions about the hardness( %le)ibility( and strength o% each8 Test to see i% the "redictions were correct8 AT/E ?8?B
States of Matter !% Compare and contrast solids0 li/uids0 and gases ased on the asic properties of each of these states of matter% Descri e how water can e changed from one state to another y adding or taking away heat%
+esign several stations) each of which demonstrates a state of matter 1e.g.) water ta9le) 9alloon and fan ta9le) sand and 9lock ta9le3. +o simple investigations to o9serve evaporation) condensation) freezing) and melting. Confirm that water e*pands pon freezing. *esign one container %or each state o% matter( taking into account which material "ro"erties are im"ortant Ae8g8( si e( sha"e( %le)ibilityB8 AT/E ?8?( 284B 1sing gi0en insulating materials( try to kee" an ice cube %rom melting8 AT/E ?8?B
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Forms of Energy =% -dentify the asic forms of energy $light0 sound0 heat0 electrical0 and magnetic&% 3ecogni:e that energy is the a ility to cause motion or create change% 'ive e1amples of how energy can e transferred from one form to another%
Play m sic thro gh a speaker with and witho t a grill cover. +isc ss the differences in so nd. *esign and construct a candle wheel that demonstrates how heat can cause a "ro"eller to s"in8 AT/E ?8?( ?82( 282( 284B
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= 9 two pieces of wood together 1mechanical energy3 and o9serve the change in temperat re of the wood.
*esign and build a sim"le roller coaster %or a marble or toy car to demonstrate how energy changes %rom one %orm to another8 AT/E 282( 284B
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Electrical Energy 7% 3ecogni:e that electricity in circuits re/uires a complete loop through which an electrical current can pass0 and that electricity can produce light0 heat0 and sound% -dentify and classify o >ects and materials that conduct electricity and o >ects and materials that are insulators of electricity% E1plain how electromagnets can e made0 and give e1amples of how they can e used% Magnetic Energy 4% 3ecogni:e that magnets have poles that repel and attract each other% -dentify and classify o >ects and materials that a magnet will attract and o >ects and materials that a magnet will not attract%
2alance ring magnets on a pencil. !ote< #he shape of a ring magnet o9sc res the locations of its poles. *esign and build a magnetic de0ice to sort steel %rom aluminum materials %or recycling8 AT/E ?8?B Provide a collection of materials that are good cond ctors and good ins lators. 8ave st dents determine each materials electrical cond ctivity 9y testing the material with a simple 9attery$9 l9 circ it. Fsing graphic sym9ols) draw and la9el a simple electric circ it. 1#$% 0.03 Fsing 9atteries) 9 l9s) and wires) 9 ild a series circ it. 1#$% 1.0) 0.03
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Select %rom a 0ariety o% materials Ae8g8( cloth( cardboard( Styro%oam( "lasticB to design and construct a sim"le de0ice A"rototy"eB that could be used as an insulator8 *o a sim"le test o% its e%%ecti0eness8 AT/E ?8?( ?82( 282( 284B Make an electromagnet with a si)9 0olt battery( insulated wire( and a large nail8 AT/E ?82( 28?( 282( 284B
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#est a variety of materials with assorted magnets. 'ncl de samples of p re iron) magnetic steel) and nonBmagnetic metals in the materials tested. >ention the two other magnetic metals< p re co9alt and p re nickel. #est a F.". fiveB cent coin to answer the ( estion J's a F.". nickel coin made of p re nickelNK

Sound Energy ##% 3ecogni:e that sound is produced y vi rating o >ects and re/uires a medium through which to travel% 3elate the rate of vi ration to the pitch of the sound%
Fse t ning forks to demonstrate the relationship 9etween vi9ration and so nd. *esign and construct a sim"le tele"hone A"rototy"eB using a 0ariety o% materials Ae8g8( "a"er cu"s( string( tin cans( wireB8 *etermine which "rototy"e works best and why8 AT/E ?8?( ?82( 282( 284B
<ight Energy #!% 3ecogni:e that light travels in a straight line until it strikes an o >ect or travels from one medium to another0 and that light can e reflected0 refracted0 and a sor ed%
Fse a flashlight) mirrors) and water to demonstrate reflection and refraction. *esign and build a "rototy"e to inhibit solar heating o% a car Ae8g8( windshield re%lector( window tintingB8 AT/E ?82( 28?( 284B
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(hysical Sciences $Chemistry and (hysics&0 'rades 75*

(roperties of Matter #% Differentiate etween weight and mass0 recogni:ing that weight is the amount of gravitational pull on an o >ect% Differentiate etween volume and mass% Define density% 3ecogni:e that the measurement of volume and mass re/uires understanding of the sensitivity of measurement tools $e%g%0 rulers0 graduated cylinders0 alances& and knowledge and appropriate use of significant digits% E1plain and give e1amples of how mass is conserved in a closed system%
Calc late the vol mes of reg lar o9Eects from linear meas rements. >eas re the vol mes of the same o9Eects 9y displacement of water. Fse the metric system. +isc ss the acc racy limits of these proced res and how these limits e*plain any o9served differences 9etween the calc lated vol mes and the meas red vol mes. >elt) dissolve) and precipitate vario s s 9stances to o9serve e*amples of the conservation of mass. +etermine the weight of a dense o9Eect in air and in water. %*plain how the res lts are related to the different definitions of mass and weight.
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Elements0 Compounds0 and Mi1tures 6% 3ecogni:e that there are more than #"" elements that com ine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter% Differentiate etween an atom $the smallest unit of an element that maintains the characteristics of that element& and a molecule $the smallest unit of a compound that maintains the characteristics of that compound&% 'ive asic e1amples of elements and compounds%
+emonstrate with atomic models 1e.g.) 9all and stick3 how atoms can com9ine in a large n m9er of ways. %*plain why the n m9er of com9inations is large) 9 t still limited. Also se the models to demonstrate the conservation of mass in the modeled chemical reactions. Fse atomic models 1or /ego 9locks) assigning colors to vario s atoms3 to 9 ild molec les of water) sodi m chloride) car9on dio*ide) ammonia) etc.
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8eat s gar in a cr ci9le with an inverted f nnel over it. O9serve car9on resid e and water vapor in the f nnel as evidence of the 9reakdown of components. Contin e heating the car9on resid e to show that car9on resid e does not decompose. "afety note< s gar melts at a very high temperat re and can ca se serio s 9 rns.
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Differentiate etween mi1tures and pure su stances%
(hysical Sciences $Chemistry and (hysics&0 'rades 75*

Elements0 Compounds0 and Mi1tures $cont%& 4% 3ecogni:e that a su stance $element or compound& has a melting point and a oiling point0 oth of which are independent of the amount of the sample% Differentiate etween physical changes and chemical changes%
+emonstrate with molec lar 9allBandBstick models the physical change that converts li( id water into ice. Also demonstrate with molec lar 9allBandBstick models the chemical change that converts hydrogen pero*ide into water and o*ygen gas.
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Motion of A >ects ##% E1plain and give e1amples of how the motion of an o >ect can e descri ed y its position0 direction of motion0 and speed% 'raph and interpret distance vs% time graphs for constant speed% Forms of Energy #+% Differentiate etween potential and kinetic energy% -dentify situations where kinetic energy is transformed into potential energy and vice versa% ,eat Energy #=% 3ecogni:e that heat is a form of energy and that temperature change results from adding or taking away heat from a system% E1plain the effect of heat on particle motion through a description of what happens to particles during a change in phase% 'ive e1amples of how heat moves in predicta le ways0 moving from warmer o >ects to cooler ones until they reach e/uili rium%
Place a thermometer in a 9all of clay and place this in an ins lated c p filled with hot water. =ecord the temperat re every min te. #hen remove the thermometer and 9all of clay and place them in an ins lated c p of cold water that contains a second thermometer. O9serve and record the changes in temperat re on 9oth thermometers. %*plain the o9servations in terms of heat flow) incl ding
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direction of heat flow and why it stops.
Chemistry0 ,igh School

I3 CONTENT
T ) N D ) R D
#% (roperties of Matter Central Conce"t< Physical and chemical properties reflect the nat re of the interactions 9etween molec les or atoms) and can 9e sed to classify and descri9e matter. 1.1 'dentify and e*plain physical properties 1e.g.) density) melting point) 9oiling point) cond ctivity) mallea9ility3 and chemical properties 1e.g.) the a9ility to form new s 9stances3. +isting ish 9etween chemical and physical changes. 1.0 %*plain the difference 9etween p re s 9stances 1elements and compo nds3 and mi*t res. +ifferentiate 9etween heterogeneo s and homogeneo s mi*t res. 1.. +escri9e the three normal states of matter 1solid) li( id) gas3 in terms of energy) particle motion) and phase transitions. !% Atomic Structure and Duclear Chemistry Central Conce"ts< Atomic models are sed to e*plain atoms and help s nderstand the interaction of elements and compo nds o9served on a macroscopic scale. ! clear chemistry deals with radioactivity) n clear processes) and n clear properties. ! clear reactions prod ce tremendo s amo nts of energy and lead to the formation of elements. 0.1 =ecognize discoveries from +alton 1atomic theory3) #homson 1the electron3) = therford 1the n cle s3) and 2ohr 1planetary model of atom3) and nderstand how each discovery leads to modern theory. 0.0 +escri9e = therfords Jgold foilK e*periment that led to the discovery of the n clear atom. 'dentify the maEor components 1protons) ne trons) and electrons3 of the n clear atom and e*plain how they interact. 0.. 'nterpret and apply the laws of conservation of mass) constant composition 1definite proportions3) and m ltiple proportions. 0.4 ?rite the electron config rations for the first twenty elements of the periodic ta9le. 0.; 'dentify the three main types of radioactive decay 1alpha) 9eta) and gamma3 and compare their properties 1composition) mass) charge) and penetrating power3. 0.5 +escri9e the process of radioactive decay 9y sing n clear e( ations) and e*plain the concept of halfBlife for an isotope 1for e*ample) CB14 is a powerf l tool in determining the age of o9Eects3. 0.& Compare and contrast n clear fission and n clear f sion. +% (eriodicity Central Conce"ts< =epeating 1periodic3 patterns of physical and chemical properties occ r among elements that define families with similar properties. #he periodic ta9le displays the repeating patterns) which are related to the atoms o termost electrons. ..1 %*plain the relationship of an elements position on the periodic ta9le to its atomic n m9er. 'dentify families 1gro ps3 and periods on the periodic ta9le. ..0 Fse the periodic ta9le to identify the three classes of elements< metals) nonmetals) and metalloids. ... =elate the position of an element on the periodic ta9le to its electron config ration and compare its reactivity to the reactivity of other elements in the ta9le. ..4 'dentify trends on the periodic ta9le 1ionization energy) electronegativity) and relative sizes of atoms and ions3.
..

=% Chemical Bonding Central Conce"t< Atoms 9ond with each other 9y transferring or sharing valence electrons to form compo nds. 4.1 %*plain how atoms com9ine to form compo nds thro gh 9oth ionic and covalent 9onding. Predict chemical form las 9ased on the n m9er of valence electrons. 4.0 +raw /ewis dot str ct res for simple molec les and ionic compo nds. 4.. Fse electronegativity to e*plain the difference 9etween polar and nonpolar covalent 9onds. 4.4 Fse valenceBshell electronBpair rep lsion theory 1V"%P=3 to predict the molec lar geometry 1linear) trigonal planar) and tetrahedral3 of simple molec les. 4.; 'dentify how hydrogen 9onding in water affects a variety of physical) chemical) and 9iological phenomena 1e.g.) s rface tension) capillary action) density) 9oiling point3. 4.5 !ame and write the chemical form las for simple ionic and molec lar compo nds) incl ding those that contain the polyatomic ions< ammoni m) car9onate) hydro*ide) nitrate) phosphate) and s lfate. 6% Chemical 3eactions and Stoichiometry Central Conce"ts< 'n a chemical reaction) one or more reactants are transformed into one or more new prod cts. Chemical e( ations represent the reaction and m st 9e 9alanced. #he conservation of atoms in a chemical reaction leads to the a9ility to calc late the amo nt of prod cts formed and reactants sed 1stoichiometry3. ;.1 2alance chemical e( ations 9y applying the laws of conservation of mass and constant composition 1definite proportions3. ;.0 Classify chemical reactions as synthesis 1com9ination3) decomposition) single displacement 1replacement3) do 9le displacement) and com9 stion. ;.. Fse the mole concept to determine n m9er of particles and molar mass for elements and compo nds. ;.4 +etermine percent compositions) empirical form las) and molec lar form las. ;.; Calc late the massBtoBmass stoichiometry for a chemical reaction. ;.5 Calc late percent yield in a chemical reaction. 7% States of Matter0 )inetic Molecular Theory0 and Thermochemistry Central Conce"ts< -as particles move independently of each other and are far apart. #he 9ehavior of gas particles can 9e modeled 9y the kinetic molec lar theory. 'n li( ids and solids) nlike gases) particles are close to each other. #he driving forces of chemical reactions are energy and entropy. #he reorganization of atoms in chemical reactions res lts in the release or a9sorption of heat energy. 5.1 Fsing the kinetic molec lar theory) e*plain the 9ehavior of gases and the relationship 9etween press re and vol me 12oyles law3) vol me and temperat re 1Charless law3) press re and temperat re 1-ayB/ ssacs law3) and the n m9er of particles in a gas sample 1Avogadros hypothesis3. Fse the com9ined gas law to determine changes in press re) vol me) and temperat re. 5.0 Perform calc lations sing the ideal gas law. Fnderstand the molar vol me at 0&. 7 and 1 atmosphere 1"#P3.

7% States of Matter0 )inetic Molecular Theory0 and Thermochemistry $cont%& 5.. Fsing the kinetic molec lar theory) descri9e and contrast the properties of gases) li( ids) and solids. %*plain) at the molec lar level) the 9ehavior of matter as it ndergoes phase transitions. 5.4 +escri9e the law of conservation of energy. %*plain the difference 9etween an endothermic process and an e*othermic process. 5.; =ecognize that there is a nat ral tendency for systems to move in a direction of disorder or randomness 1entropy3. .% Solutions0 3ates of 3eaction0 and E/uili rium Central Conce"ts< "olids) li( ids) and gases dissolve to form sol tions. =ates of reaction and chemical e( ili9ri m are dynamic processes that are significant in many systems 1e.g.) 9iological) ecological) geological3. &.1 +escri9e the process 9y which sol tes dissolve in solvents. &.0 Calc late concentration in terms of molarity. Fse molarity to perform sol tion dil tion and sol tion stoichiometry. &.. 'dentify and e*plain the factors that affect the rate of dissolving 1e.g.) temperat re) concentration) s rface area) press re) mi*ing3. &.4 Compare and contrast ( alitatively the properties of sol tions and p re solvents 1colligative properties s ch as 9oiling point and freezing point3. &.; 'dentify the factors that affect the rate of a chemical reaction 1temperat re) mi*ing) concentration) particle size) s rface area) catalyst3. &.5 Predict the shift in e( ili9ri m when a system is s 9Eected to a stress 1/eChateliers principle3 and identify the factors that can ca se a shift in e( ili9ri m 1concentration) press re) vol me) temperat re3. *% Acids and Bases and A1idation23eduction 3eactions Central Conce"ts< Acids and 9ases are important in n mero s chemical processes that occ r aro nd s) from ind strial proced res to 9iological ones) from the la9oratory to the environment. O*idationB red ction reactions occ r when one s 9stance transfers electrons to another s 9stance) and constit te a maEor class of chemical reactions. 6.1 +efine the Arrheni s theory of acids and 9ases in terms of the presence of hydroni m and hydro*ide ions in water and the 2ronstedB/owry theory of acids and 9ases in terms of proton donors and acceptors. 6.0 =elate hydrogen ion concentrations to the p8 scale and to acidic) 9asic) and ne tral sol tions. Compare and contrast the strengths of vario s common acids and 9ases 1e.g.) vinegar) 9aking soda) soap) citr s E ice3. 6.. %*plain how a 9 ffer works. 6.4 +escri9e o*idation and red ction reactions and give some everyday e*amples) s ch as f el 9 rning and corrosion. Assign o*idation n m9ers in a reaction.
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C I E N T I 6 I C
IN:UIR8
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"cientific literacy can 9e achieved as st dents in( ire a9o t chemical phenomena. #he c rric l m sho ld incl de s 9stantial handsBon la9oratory and field e*periences) as appropriate) for st dents to develop and se scientific skills in chemistry) along with the in( iry skills listed 9elow. S-S#% Make o servations0 raise /uestions0 and formulate hypotheses%




2 I ( (
#he following skills are not detailed in the Mathematics Framework) 9 t are necessary for a solid nderstanding in this co rse< +etermine the correct n m9er of significant fig res. +etermine percent error from e*perimental and accepted val es. Fse appropriate metric$standard international 1"'3 nits of meas rement for mass 1g3C length 1cm3C and time 1s3. Fse the Celsi s and 7elvin scales.
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-ntroductory (hysics0 ,igh School

I3 CONTENT
T ) N D ) R D
#% Motion and Forces Central Conce"tD !ewtons laws of motion and gravitation descri9e and predict the motion of most o9Eects. 1.1 Compare and contrast vector ( antities 1e.g.) displacement) velocity) acceleration force) linear moment m3 and scalar ( antities 1e.g.) distance) speed) energy) mass) work3. 1.0 +isting ish 9etween displacement) distance) velocity) speed) and acceleration. "olve pro9lems involving displacement) distance) velocity) speed) and constant acceleration. 1.. Create and interpret graphs of 1Bdimensional motion) s ch as position vs. time) distance vs. time) speed vs. time) velocity vs. time) and acceleration vs. time where acceleration is constant. 1.4 'nterpret and apply !ewtons three laws of motion. 1.; Fse a freeB9ody force diagram to show forces acting on a system consisting of a pair of interacting o9Eects. For a diagram with only coBlinear forces) determine the net force acting on a system and 9etween the o9Eects. 1.5 +isting ish ( alitatively 9etween static and kinetic friction) and descri9e their effects on the motion of o9Eects. 1.& +escri9e !ewtons law of niversal gravitation in terms of the attraction 9etween two o9Eects) their masses) and the distance 9etween them. 1.6 +escri9e concept ally the forces involved in circ lar motion. !% Conservation of Energy and Momentum Central Conce"t< #he laws of conservation of energy and moment m provide alternate approaches to predict and descri9e the movement of o9Eects. 0.1 'nterpret and provide e*amples that ill strate the law of conservation of energy. 0.0 'nterpret and provide e*amples of how energy can 9e converted from gravitational potential energy to kinetic energy and vice versa. 0.. +escri9e 9oth ( alitatively and ( antitatively how work can 9e e*pressed as a change in mechanical energy. 0.4 +escri9e 9oth ( alitatively and ( antitatively the concept of power as work done per nit time. 0.; Provide and interpret e*amples showing that linear moment m is the prod ct of mass and velocity) and is always conserved 1law of conservation of moment m3. Calc late the moment m of an o9Eect. +% ,eat and ,eat Transfer Central Conce"tD 8eat is energy that is transferred 9y the processes of convection) cond ction) and radiation 9etween o9Eects or regions that are at different temperat res. ..1 %*plain how heat energy is transferred 9y convection) cond ction) and radiation. ..0 %*plain how heat energy will move from a higher temperat re to a lower temperat re ntil e( ili9ri m is reached. ... +escri9e the relationship 9etween average molec lar kinetic energy and temperat re. =ecognize that energy is a9sor9ed when a s 9stance changes from a solid to a li( id to a gas) and that energy is released when a s 9stance changes from a gas to a li( id to a solid. %*plain the relationships among evaporation) condensation) cooling) and warming.

+% ,eat and ,eat Transfer $cont%& ..4 %*plain the relationships among temperat re changes in a s 9stance) the amo nt of heat transferred) the amo nt 1mass3 of the s 9stance) and the specific heat of the s 9stance. =% ;aves Central Conce"t< ?aves carry energy from place to place witho t the transfer of matter. 4.1 +escri9e the meas ra9le properties of waves 1velocity) fre( ency) wavelength) amplit de) period3 and e*plain the relationships among them. =ecognize e*amples of simple harmonic motion. 4.0 +isting ish 9etween mechanical and electromagnetic waves. 4.. +isting ish 9etween the two types of mechanical waves) transverse and longit dinal. 4.4 +escri9e ( alitatively the 9asic principles of reflection and refraction of waves. 4.; =ecognize that mechanical waves generally move faster thro gh a solid than thro gh a li( id and faster thro gh a li( id than thro gh a gas. 4.5 +escri9e the apparent change in fre( ency of waves d e to the motion of a so rce or a receiver 1the +oppler effect3. 6% Electromagnetism Central Conce"t< "tationary and moving charged particles res lt in the phenomena known as electricity and magnetism8 ;.1 =ecognize that an electric charge tends to 9e static on ins lators and can move on and in cond ctors. %*plain that energy can prod ce a separation of charges. ;.0 +evelop ( alitative and ( antitative nderstandings of c rrent) voltage) resistance) and the connections among them 1Ohms law3. ;.. Analyze simple arrangements of electrical components in 9oth series and parallel circ its. =ecognize sym9ols and nderstand the f nctions of common circ it elements 19attery) connecting wire) switch) f se) resistance3 in a schematic diagram. ;.4 +escri9e concept ally the attractive or rep lsive forces 9etween o9Eects relative to their charges and the distance 9etween them 1Co lom9s law3. ;.; %*plain how electric c rrent is a flow of charge ca sed 9y a potential difference 1voltage3) and how power is e( al to c rrent m ltiplied 9y voltage. ;.5 =ecognize that moving electric charges prod ce magnetic forces and moving magnets prod ce electric forces. =ecognize that the interplay of electric and magnetic forces is the 9asis for electric motors) generators) and other technologies. 7% Electromagnetic 3adiation Central Conce"t< Oscillating electric or magnetic fields can generate electromagnetic waves over a wide spectr m. 5.1 =ecognize that electromagnetic waves are transverse waves and travel at the speed of light thro gh a vac m. 5.0 +escri9e the electromagnetic spectr m in terms of fre( ency and wavelength) and identify the locations of radio waves) microwaves) infrared radiation) visi9le light 1red) orange) yellow) green) 9l e) indigo) and violet3) ltraviolet rays) *Brays) and gamma rays on the spectr m.
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II3
C I E N T I 6 I C
IN:UIR8
2 I ( (
T ) N D ) R D
"cientific literacy can 9e achieved as st dents in( ire a9o t the physical world. #he c rric l m sho ld incl de s 9stantial handsBon la9oratory and field e*periences) as appropriate) for st dents to develop and se scientific skills in introd ctory physics) along with the in( iry skills listed 9elow. S-S#% Make o servations0 raise /uestions0 and formulate hypotheses%




2 I ( (
#he following skills are not detailed in the Mathematics Framework) 9 t are necessary for a solid nderstanding in this co rse< +etermine the correct n m9er of significant fig res. +etermine percent error from e*perimental and accepted val es.
Fse appropriate metric$standard international 1"'3
nits of meas rement for mass 1kg3C length 1m3C time 1s3C force 1!3C speed 1m$s3C acceleration 1m$s 03C fre( ency 18z3C work and energy 1@3C power 1?3C moment m 1kgm$s3C electric c rrent 1A3C electric potential difference$voltage 1V3C and electric resistance 1W3. Fse the Celsi s and 7elvin scales.
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)cce#eratin& Cars -ntroductory (hysics0 ,igh School Acceleration is a concept >s. / ke chooses to teach st dents early in her introd ctory physics class. >any st dents are aware that acceleration means that an o9Eect moves faster) 9 t >s. / ke has fo nd that st dents often have diffic lty artic lating how to meas re acceleration and graphically relating acceleration to changes in speed. "he decides to teach these concepts 9y sing something with which all her st dents are familiarC cars. 'n an opening dialog) >s. / ke and her st dents together define speed and velocity) and how they are calc lated. #hey then move on to the more challenging concept of acceleration) incl ding deceleration) no acceleration) and constant acceleration. >s. / ke asks) J8ow can yo tell something is acceleratingNK One st dent ( ickly mentions sing a speedometer. Another st dent mentions Jthat thing that meas res how fast yo walk)K which >s. / ke identifies as a pedometer. J8ow can yo se a speedometer) for e*ample) to meas re accelerationNK she asks. JOr) if yo didnt have an speedometer or pedometer) how wo ld yo know that the o9Eect is acceleratingNK After listening to st dent responses) witho t accepting or dismissing any of them) >s. / ke proposes that the class go o tside to o9serve whether cars that drive 9y the front of the school 9 ild p speed) slow down) or maintain a constant speed over a given distance. ?ith the data st dents collect) they will relate what they see and hear to a graph of each cars speed and an analysis of its acceleration. #he st dents are organized into small gro ps. %ach gro p stands on the sidewalk along a stretch of road identified 9y >s. / ke) separated from the ne*t gro p 9y twenty meters. >s. / ke has already marked off 0:Bmeter increments. "he has chosen to se a strip of road that 9egins at the stop sign in front of the school and incl des the downward sloping hill 9eyond. 8ere she knows her st dents will have a good opport nity to o9serve different rates of speed and acceleration. #he st dents are e( ipped with stopwatches and their la9 note9ooks. %ach gro p knows to meas re and record the time it takes a car to travel from the stop sign to their position. #hey are also instr cted to record o9servations of each car while it is in their assigned zone) incl ding the so nd of its engine and whether the 9rake lights are on. #he gro ps record data for five cars identified 9y >s. / ke 9efore going 9ack into class to work thro gh their calc lations) graph their data) and answer the key ( estions of the activity. Fpon reentering the classroom) the st dents record their data on the 9oard. >s. / ke asks one st dent to demonstrate how to calc late the speed of one car) within that st dents assigned zone) sing the data from the st dents gro p pl s the data of the gro p positioned E st phill of them. %ach gro p then records the speed of each car in their zone on a class chart for everyone to see. >s. / ke also asks st dents to relate these calc lations to their o9servations of the cars. >s. / ke then asks her st dents to consider) J?hat does the graph of the speed of each car over the entire stretch of road look likeNK "he has each st dent make a position vs. time graph and a velocity vs. time graph for each car. >s. / ke has the st dents annotate each graph with their o9servations of that car. From these graphs the class compares change in speed for the cars relative to each other. >s. / ke then asks the class to foc s on the speed vs. time graph of the first car) which she proEects for everyone to see. #hey notice that the points on the graph do not form a contin o s straight line across the grid) 9 t instead go p) straight across) and then down slightly in the last segment. J?hat does this meanNK she asks. J't means that the car sped p and slowed down)K offers one st dent. J't means that the
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car accelerated from here to here)K another st dent points o t on the graph) J9 t then it stopped speeding p from here to here.K "he asks the st dents to confirm this against their o9servations of the car. >s. / ke then says to the class) J+etermine if each car accelerated) decelerated) or showed no acceleration over any period of time. 'f a car did accelerate or decelerate at some time) did it keep doing so at the same rateNK Finally) >s. / ke instr cts the st dents to circle and notate the places on each graph where that car possi9ly accelerated) decelerated) or showed no acceleration. #o ( antify the areas circled) she has the st dents calc late the acceleration from one zone to the ne*t) pointing o t that a negative res lt means that the car slowed down or decelerated) and a zero res lt means that the car maintained its speed. >s. / ke also instr cts her st dents to look for instances where the acceleration is the same for two or more adEacent places on the graph) and to la9el those instances as constant acceleration. Assessment Strategies "t dents sho ld pay partic lar attention to the constr ction and la9eling of graphs. #hey sho ld se nits appropriately thro gho t their work. "t dents can write o t a scenario that aligns with the changes in speeds on the graphs they have created themselves. "t dents sho ld properly se the terms Jspeed)K Jvelocity)K Jacceleration)K Jdeceleration)K Jno acceleration)K and Jconstant accelerationK in their scenarios. As a followB p assignment) the st dents can create a data chart that incl des distance) time) and speed of a fictitio s vehicle. ?ith this data) they create a speed vs. time graph. #heir data m st show acceleration) deceleration) no acceleration) and constant acceleration on their graph. #hey sho ld also calc late acceleration. -ntroductory (hysics <earning Standards ,igh School 1.1 Compare and contrast vector ( antities 1e.g.) displacement) velocity) acceleration) force) linear moment m3 and scalar ( antities 1e.g.) distance) speed) energy) mass) work3. 1.0 +isting ish 9etween displacement) distance) velocity) speed) and acceleration. "olve pro9lems involving displacement) distance) velocity) speed and constant acceleration. 1.. Create and interpret graphs of 1Bdimensional motion) s ch as position vs. time) distance vs. time) speed vs. time) velocity vs. time) and acceleration vs. time where acceleration is constant. Scientific -n/uiry Skills Standards that apply ,igh School "'"0. +esign and cond ct scientific investigations. %mploy appropriate methods for acc rately and consistently o making o9servations o making and recording meas rements at appropriate levels of precision o collecting data or evidence in an organized way "'".. Analyze and interpret res lts of scientific investigations. Fse mathematical operations to analyze and interpret data res lts. "'"4. Comm nicate and apply the res lts of scientific investigations. %*plain diagrams and charts that represent relationships of varia9les.
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Technology"#ngineering
#echnology$engineering works in conE nction with science to e*pand o r capacity to nderstand the world. "cience investigates the nat ral world. #he goal of engineering is to solve practical pro9lems thro gh the development or se of technologies) 9ased on the scientific knowledge gained thro gh investigation. For e*ample) the planning) design) and constr ction of the Central Artery # nnel proEect in 2oston 1the J2ig +igK3 was a comple* and technologically challenging proEect that drew on knowledge of earth science and physics) as well as on constr ction and transportation technologies. "cientists and engineers apply scientific knowledge of light to develop lasers) fi9er optic technologies) and other technologies in medical imaging. #hey also apply this scientific knowledge to develop s ch modern comm nications technologies as telephones) fa* machines) and electronic mail. The Re#ationships )mon& cience. En&ineerin&. and Techno#o&$
cience see9s to understand the natura! *or!d% and often needs ne* too!s to he!p disco/er the ans*ers+
Science
Engineering
Engineers use scientific disco/eries to design products and processes that ,eet society;s needs+
Technology
-echno!ogies (products and processes) are the resu!t of engineered designs+ -hey are created by technicians to so!/e societa! needs and *ants+
Altho gh the term technology is often sed 9y itself to descri9e the ed cational application of comp ters in a classroom) comp ters and instr ctional tools that se comp ters are only a few of the many technological innovations in se today. #he foc s of this #echnology$%ngineering strand is on applied technologies s ch as engineering design) constr ction) and transportation) not on instr ctional technology s ch as comp ter applications for classrooms. #echnologies developed thro gh engineering incl de the systems that provide o r ho ses with water and heatC roads) 9ridges) t nnels) and the cars that we driveC airplanes and spacecraftC cell lar phones) televisions) and comp tersC many of todays toysC and systems that create special effects in movies. %ach of these came a9o t as the res lt of recognizing a
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need or pro9lem and creating a technological sol tion sing the engineering design process) as ill strated in the fig re on page 64. 2eginning in the early grades and contin ing thro gh high school) st dents carry o t this design process in ever more sophisticated ways. As they gain more e*perience and knowledge) they are a9le to draw on other disciplines) especially mathematics and science) to nderstand and solve pro9lems.
%ven 9efore entering grades (re)5!) st dents are e*perienced technology sers. #heir nat ral c riosity a9o t how things work is clear to any ad lt who has ever watched a child doggedly work to improve the design of a paper airplane) or to take apart a toy to e*plore its insides. #hey are also nat ral engineers and inventors) 9 ilders of sandcastles at the 9each and forts nder f rnit re. >ost st dents in grades Pre7A0 are fascinated with technology. ?hile learning the safe ses of tools and materials that nderlie engineering sol tions) Pre7A0 st dents are enco raged to manip late materials that enhance their threeBdimensional vis alization skillsAan essential component of the a9ility to design. #hey identify and descri9e characteristics of nat ral and h manmade materials and their possi9le ses) and identify ses of 9asic tools and materials 1e.g.) gl e) scissors) tape) r ler) paper) toothpicks) straws) spools3. 'n addition) Pre7A0 st dents learn to identify tools and simple machines sed for specific p rposes 1e.g.) ramp) wheel) p lley) lever3. #hey also learn to descri9e how h man 9eings se parts of the 9ody as tools. /earning standards for Pre7A0 fall nder the following two s 9topics< Materials and Tools@ and Engineering *esign8
"t dents in grades +56 learn how appropriate materials) tools) and machines e*tend o r a9ility to solve pro9lems and invent. #hey identify materials sed to accomplish a design task 9ased on the materials specific properties) and e*plain which materials and tools are appropriate to constr ct a given prototype. #hey achieve a higher level of engineering design skill 9y recognizing a need or pro9lem) learning different ways that the pro9lem can 9e represented) and working with a variety of materials and tools to create a prod ct or system to address the pro9lem. /earning standards for grades .A; fall nder the following two s 9topics< Materials and Tools@ and Engineering *esign8
'n grades 75*) st dents p rs e engineering ( estions and technological sol tions that emphasize research and pro9lem solving. #hey identify and nderstand the five elements of a technology system 1goal) inp ts) processes) o tp ts) and feed9ack3. #hey ac( ire 9asic safety skills in the se of hand tools) power tools) and machines. #hey e*plore engineering designC materials) tools) and machinesC and comm nication) man fact ring) constr ction) transportation) and 9ioengineering technologies. "tarting in grades 5A6 and e*tending thro gh grade 1:) the topics of power and energy are incorporated into the st dy of most areas of technology. -rades 5A6 st dents se knowledge ac( ired in their mathematics and science c rric la to nderstand engineering. #hey achieve a more advanced level of skill in engineering design 9y learning to concept alize a pro9lem) design prototypes in three dimensions) and se hand and power tools to constr ct their prototypes) test their prototypes) and make modifications as necessary. #he c lmination of the engineering design e*perience is the development and delivery of an engineering presentation. 2eca se of the handsBon) active nat re of the technology$engineering environment) it is strongly recommended that it 9e ta ght 9y teachers who are certified in technology ed cation) and who are very familiar with the safe se of tools and machines.
/earning standards for grades 5A6 fall nder the following seven s 9topics< Materials( Tools( and Machines@ Engineering *esign@ Communication Technologies@ Manu%acturing Technologies@ Construction Technologies@ Trans"ortation Technologies@ and <ioengineering Technologies8
'n high school0 st dents develop their a9ility to solve pro9lems in technology$engineering sing mathematical and scientific concepts. 8igh school st dents are a9le to relate concepts and principles they have learned in science with knowledge gained in the st dy of technology$engineering. For e*ample) a wellB ro nded nderstanding of energy and power e( ips st dents to tackle s ch iss es as the ongoing pro9lems associated with energy s pply and energy conservation. 'n a high school technology$engineering co rse) st dents p rs e engineering ( estions and technological sol tions that emphasize research and pro9lem solving. #hey achieve a more advanced level of skill in engineering design 9y learning how to concept alize a pro9lem) develop possi9le sol tions) design and 9 ild prototypes or models) test the prototypes or models) and make modifications as necessary. #hro gho t the process of engineering design) high school st dents are a9le to work safely with hand and$or power tools) vario s materials and e( ipment) and other reso rces. 'n high school) co rses in technology$engineering sho ld 9e ta ght 9y teachers who are certified in that discipline and who are familiar with the safe se of tools and machines. /earning standards for high school fall nder the following seven s 9topics< Engineering *esign@ Construction Technologies@ Energy and !ower Technologies> Fluid Systems@ Energy and !ower Technologies>Thermal Systems@ Energy and !ower Technologies>Electrical Systems@ Communication Technologies@ and Manu%acturing Technologies8
#echnology$%ngineering learning standards are also gro ped nder 2road #opics in Appendi* ') which highlights the relationships of standards among grade spans..
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teps of the En&ineerin& Desi&n "rocess

tep ! 7dentify the ?eed or Prob!e, tep ? 2edesign tep 2 2esearch the ?eed or Prob!e,
1.
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tep > 0o,,unicate the o!ution(s)
tep ; .e/e!op Possib!e o!ution(s)
tep 6 -est and E/a!uate the o!ution(s) tep = 0onstruct a Prototype
tep < e!ect the Best Possib!e o!ution(s)
'dentify the need or pro9lem 0. =esearch the need or pro9lem %*amine the c rrent state of the iss e and c rrent sol tions %*plore other options via the 'nternet) li9rary) interviews) etc. .. +evelop possi9le sol tion1s3 2rainstorm possi9le sol tion1s3 +raw on mathematics and science Artic late the possi9le sol tion1s3 in two and three dimensions =efine the possi9le sol tion1s3 4. "elect the 9est possi9le sol tion1s3 +etermine which sol tion1s3 9est meet1s3 the original need or solve1s3 the original pro9lem ;. Constr ct a prototype >odel the selected sol tion1s3 in two and three dimensions
est and eval ate the sol tion1s3 +oes it workN +oes it meet the original design constraintsN &. Comm nicate the sol tion1s3 >ake an engineering presentation that incl des a disc ssion of how the sol tion1s3 9est meet1s3 the initial need or the pro9lem +isc ss societal impact and tradeoffs of the sol tion1s3 6. =edesign Overha l the sol tion1s3 9ased on information gathered d ring the tests and presentation
Technology/Engineering0 'rades (re)5!

Please note4 " ggested e*tensions to learning in technology$engineering for grades Pre7A0 are listed with the science learning standards. "ee pages 0; 1%arth and "pace "cience3) 44A4; 1/ife "cience3) and 5. 1Physical "ciences3.
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#% Materials and Tools Central Conce"t< >aterials 9oth nat ral and h manBmade have specific characteristics that determine how they will 9e sed. #%# -dentify and descri e characteristics of natural materials $e%g%0 wood0 cotton0 fur0 wool& and human2made materials $e%g%0 plastic0 Styrofoam&% #%! -dentify and e1plain some possi le uses for natural materials $e%g%0 wood0 cotton0 fur0 wool& and human2made materials $e%g%0 plastic0 Styrofoam&% #%+ -dentify and descri e the safe and proper use of tools and materials $e%g%0 glue0 scissors0 tape0 ruler0 paper0 toothpicks0 straws0 spools& to construct simple structures% !% Engineering Design Central Conce"t< %ngineering design re( ires creative thinking and consideration of a variety of ideas to solve practical pro9lems. !%# -dentify tools and simple machines used for a specific purpose0 e%g%0 ramp0 wheel0 pulley0 lever% !%! Descri e how human eings use parts of the ody as tools $e%g%0 teeth for cutting0 hands for grasping and catching&0 and compare their use with the ways in which animals use those parts of their odies%
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Technology/Engineering0 'rades +56

Please note4 " ggested e*tensions to learning in technology$engineering for grades .A; are listed with the science learning standards. "ee pages 05A0, 1%arth and "pace "cience3) 45A4, 1/ife "cience3) and 54A55 1Physical "ciences3.
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#% Materials and Tools Central Conce"t< Appropriate materials) tools) and machines e*tend o r a9ility to solve pro9lems and invent. #%# -dentify materials used to accomplish a design task ased on a specific property0 e%g%0 strength0 hardness0 and fle1i ility% #%! -dentify and e1plain the appropriate materials and tools $e%g%0 hammer0 screwdriver0 pliers0 tape measure0 screws0 nails0 and other mechanical fasteners& to construct a given prototype safely% #%+ -dentify and e1plain the difference etween simple and comple1 machines0 e%g%0 hand can opener that includes multiple gears0 wheel0 wedge0 gear0 and lever% !% Engineering Design Central Conce"t< %ngineering design re( ires creative thinking and strategies to solve practical pro9lems generated 9y needs and wants. !%# -dentify a pro lem that reflects the need for shelter0 storage0 or convenience% !%! Descri e different ways in which a pro lem can e represented0 e%g%0 sketches0 diagrams0 graphic organi:ers0 and lists% !%+ -dentify relevant design features $e%g%0 si:e0 shape0 weight& for uilding a prototype of a solution to a given pro lem% !%= Compare natural systems with mechanical systems that are designed to serve similar purposes0 e%g%0 a ird9s wings as compared to an airplane9s wings%
Technology/Engineering0 'rades 75*

Please note4 #he n m9er1s3 in parentheses following each s ggested learning activity refer to the related grades 5A6 #echnology$%ngineering learning standard1s3.
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#% Materials0 Tools0 and Machines Central Conce"t< Appropriate materials) tools) and machines ena9le s to solve pro9lems) invent) and constr ct. #%# 'iven a design task0 identify appropriate materials $e%g%0 wood0 paper0 plastic0 aggregates0 ceramics0 metals0 solvents0 adhesives& ased on specific properties and characteristics $e%g%0 strength0 hardness0 and fle1i ility&% #%! -dentify and e1plain appropriate measuring tools0 hand tools0 and power tools used to hold0 lift0 carry0 fasten0 and separate0 and e1plain their safe and proper use% #%+ -dentify and e1plain the safe and proper use of measuring tools0 hand tools0 and machines $e%g%0 and saw0 drill press0 sander0 hammer0 screwdriver0 pliers0 tape measure0 screws0 nails0 and other mechanical fasteners& needed to construct a prototype of an engineering design%
Cond ct tests for strength) hardness) and fle*i9ility of vario s materials 1e.g.) wood) paper) plastic) ceramics) metals3. 11.13 +esign and 9 ild a catap lt that will toss a marshmallow. 11.1) 1.0) 1..3 Fse a variety of hand tools and machines to change materials into new forms thro gh the e*ternal processes of forming) separating) and com9ining) and thro gh processes that ca se internal change1s3 to occ r. 11.03
!% Engineering Design Central Conce"t< %ngineering design is an iterative process that involves modeling and optimizing to develop technological sol tions to pro9lems within given constraints. !%# -dentify and e1plain the steps of the engineering design process0 i%e%0 identify the need or pro lem0 research the pro lem0 develop possi le solutions0 select the est possi le solution$s&0 construct a prototype0 test and evaluate0 communicate the solution$s&0 and redesign% !%! Demonstrate methods of representing solutions to a design pro lem0 e%g%0 sketches0 orthographic pro>ections0 multiview drawings% !%+ Descri e and e1plain the purpose of a given prototype% !%= -dentify appropriate materials0 tools0 and machines needed to construct a prototype of a given engineering design% !%6 E1plain how such design features as si:e0 shape0 weight0 function0 and cost limitations would affect the construction of a given prototype% !%7 -dentify the five elements of a universal systems modelE goal0 inputs0 processes0 outputs0 and feed ack%
-iven a prototype) design a test to eval ate whether it meets the design specifications. 10.13 Fsing test res lts) modify the prototype to optimize the sol tion 1i.e.) 9ring the design closer to meeting the design constraints3. 10.13 Comm nicate the res lts of an engineering design thro gh a coherent written) oral) or vis al presentation. 10.13 +evelop plans) incl ding drawings with meas rements and details of constr ction) and constr ct a model of the sol tion to a pro9lem) e*hi9iting a degree of craftsmanship. 10.03
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+% Communication Technologies Central Conce"t< 'deas can 9e comm nicated tho gh engineering drawings) written reports) and pict res. +%# -dentify and e1plain the components of a communication system0 i%e%0 source0 encoder0 transmitter0 receiver0 decoder0 storage0 retrieval0 and destination% +%! -dentify and e1plain the appropriate tools0 machines0 and electronic devices $e%g%0 drawing tools0 computer2 aided design0 and cameras& used to produce and/or reproduce design solutions $e%g%0 engineering drawings0 prototypes0 and reports&% +%+ -dentify and compare communication technologies and systems0 i%e%0 audio0 visual0 printed0 and mass communication% +%= -dentify and e1plain how sym ols and icons $e%g%0 international sym ols and graphics& are used to communicate a message% =% Manufacturing Technologies Central Conce"t< >an fact ring is the process of converting raw materials 1primary process3 into physical goods 1secondary process3) involving m ltiple ind strial processes 1e.g.) assem9ly) m ltiple stages of prod ction) ( ality control3. =%# Descri e and e1plain the manufacturing systems of custom and mass production% =%! E1plain and give e1amples of the impacts of interchangea le parts0 components of mass2produced products0 and the use of automation0 e%g%0 ro otics% =%+ Descri e a manufacturing organi:ation0 e%g%0 corporate structure0 research and development0 production0 marketing0 /uality control0 distri ution% =%= E1plain asic processes in manufacturing systems0 e%g%0 cutting0 shaping0 assem ling0 >oining0 finishing0 /uality control0 and safety% 6% Construction Technologies Central Conce"t< Constr ction technology involves 9 ilding str ct res in order to contain) shelter) man fact re) transport) comm nicate) and provide recreation. 6%# Descri e and e1plain parts of a structure0 e%g%0 foundation0 flooring0 decking0 wall0 roofing systems% 6%! -dentify and descri e three ma>or types of ridges $e%g%0 arch0 eam0 and suspension& and their appropriate uses $e%g%0 site0 span0 resources0 and load&%
+esign and constr ct a 9ridge following specified design criteria 1e.g.) size) materials sed3. #est the design for d ra9ility and str ct ral sta9ility. 1;..3

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6% Construction Technologies $cont%& 6%+ E1plain how the forces of tension0 compression0 torsion0 ending0 and shear affect the performance of ridges% 6%= Descri e and e1plain the effects of loads and structural shapes on ridges% 7% Transportation Technologies Central Conce"t< #ransportation technologies are systems and devices that move goods and people from one place to another across or thro gh land) air) water) or space. 7%# -dentify and compare e1amples of transportation systems and devices that operate on or in each of the followingE land0 air0 water0 and space% 7%! 'iven a transportation pro lem0 e1plain a possi le solution using the universal systems model% 7%+ -dentify and descri e three su systems of a transportation vehicle or device0 i%e%0 structural0 propulsion0 guidance0 suspension0 control0 and support% 7%= -dentify and e1plain lift0 drag0 friction0 thrust0 and gravity in a vehicle or device0 e%g%0 cars0 oats0 airplanes0 rockets%
+esign a model vehicle 1with a safety 9elt restraint system and cr sh zones to a9sor9 impact3 to carry a raw egg as a passenger. 15.13 +esign and constr ct a magnetic levitation vehicle 1e.g.) as sed in the monorail system3. +isc ss the vehicles 9enefits and tradeBoffs. 15.03 Cond ct a gro p disc ssion of the maEor technologies in transportation. +ivide the class into small gro ps and disc ss how the maEor technologies might affect f t re design of a transportation mode. After the gro p disc ssions) ask the st dents to draw a design of a f t re transportation mode 1car) 9 s) train) plane) etc.3. 8ave the st dents present their vehicle designs to the class) incl ding disc ssion of the s 9systems sed. 15.1) 5..3
.% Bioengineering Technologies Central Conce"t< 2ioengineering technologies e*plore the prod ction of mechanical devices) prod cts) 9iological s 9stances) and organisms to improve health and$or contri9 te improvements to o r daily lives. .%# E1plain e1amples of adaptive or assistive devices0 e%g%0 prosthetic devices0 wheelchairs0 eyeglasses0 gra ars0 hearing aids0 lifts0 races% .%! Descri e and e1plain adaptive and assistive ioengineered products0 e%g%0 food0 io2fuels0 irradiation0 integrated pest management%
2rainstorm and eval ate alternative ideas for an adaptive device that will make life easier for a person with a disa9ility) s ch as a device that picks p o9Eects from the floor. 1&.13
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Adapted from the <uilding <ig -cti0ity +uide) pp. .5A.& 1www.p9s.org$wg9h$9 ilding9ig3
Technology/Engineering0 'rades 75* After 9 ilding newspaper towers and talking a9o t str ct res and fo ndations) si*thBgraders at the ?atertown) >assach setts 2oys and -irls Cl 9 9rainstormed a list of interesting str ct res in their town. #hey selected "t. Patricks) an ela9orate ch rch across the street from the cl 9ho se) as the foc s for an investigation a9o t a J/ocal ?onder.K #he st dents 9egan their investigation 9y 9rainstorming ( estions a9o t their /ocal ?onder. G estions that foc sed on engineering incl ded the following< ?hen was it 9 iltN ?hat is it made ofN ?hy did the 9 ilders choose that materialN ?hat is nderneath the 9 ildingN ?hat holds it pN ?hat keeps it from falling downN 8ow was it 9 iltN ?ere there any pro9lems d ring constr ction and how were they solvedN G estions with a social$environmental foc s incl ded the following< ?hy was it 9 iltN ?ho 9 ilt itN ?hat did the area look like 9efore it was 9 iltN !e*t) the st dents participated in handsBon activities that e*plored 9asic engineering principles s ch as force) compression) tension) shape) and torsion. #hey to red the ch rch) took photographs) researched the str ct re) interviewed longBtime comm nity mem9ers a9o t their memories a9o t the str ct re) and interviewed engineers) architects) and contractors who worked on the constr ction proEect. #hey cond cted research at the li9rary) the 8istorical "ociety) and the ?atertown 2 ilding 'nspectors office) where they ac( ired the 9 ildings plans and copies of vario s permits. #hey sed this information to develop a timeline of the 9 ildings history. "t dents sed the following method to estimate the size of the ch rch< First) they selected one st dent) @osh) and meas red his height. #hen @osh stood ne*t to the ch rch) while the rest of the cl 9 mem9ers stood across the street. #he teacher asked each st dent to close one eye and se his or her fingers to JstackK @oshs height p to the top of the ch rch. #he each st dent m ltiplied the n m9er of times he or she stacked @oshs height) to find the total estimated height of the ch rch. "mall gro ps of st dents met and prepared final reports) sing the following generic o tline< ' !ame of gro p s 9mitting report '' !ame and description of str ct re 1identify the type of str ct re) s ch as a 9ridge or skyscraper) and descri9e and e*plain its parts3 ''' /ocation of str ct re 'V Appro*imate date str ct re was completed V Appro*imate size of str ct re V' ?hy we chose this partic lar /ocal ?onder V'' ?hats important a9o t o r /ocal ?onder
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#hings we learned a9o t o r /ocal ?onder 1incl de information s ch as type of constr ction) engineering design concepts) and forces acting on the str ct re3 'nteresting facts a9o t o r /ocal ?onder
Eour community may not ha0e an Ei%%el Tower or a 7oo0er *am( but %or your =ocal :onder you can choose any structure in your community that is signi%icant because o% its a""earance( uni'ueness( or historical or social im"act8 Consider local bridges( tunnels( skyscra"ers or other buildings( domes( dams( and other constructions8 Eou can e9mail the -merican Society o% Ci0il Engineers at buildingbigFasce8org to connect with a 0olunteer ci0il engineer %or this acti0ity8 To hel" select your =ocal :onder( ha0e the class brainstorm a list or collect some "hotogra"hs %or discussion8 -ny grou" that com"letes this "ro,ect can submit its in0estigation to "bs8org/buildingbig8 Send them your com"lete re"ort( including "hotogra"hs or original drawings o% your local wonder8 Students should be encouraged to draw the structure %rom a 0ariety o% di%%erent "ers"ecti0es8 Students can also share their re"orts with other classes in their school or at a local town meeting8 Assessment Strategies "hare e*amples of other previo s gro ps completed investigations with yo r st dents at the 9eginning of the proEect. +isc ss and develop criteria for effective reports) and identify what constit tes ( ality work. "t dents can record their learning in an engineering Eo rnal. "t dents can write down each day what they have learned) ( estions that they may have) reso rces they fo nd helpf l) and reso rces they need to cons lt. #he teacher sho ld read the Eo rnals to monitor st dents progress and levels of participation) and to identify what topics the st dents have mastered and which areas of learning need to 9e reinforced 9y additional instr ction. Post yo r /ocal ?onder report on yo r school district we9site) on the town we9site) or on a town agencys we9site 1e.g.) the Cham9er of Commerce3. 'ncl de an eBmail address and enco rage feed9ack. At the end of the nit) provide the st dents with a photograph of a similar str ct re from another town or area. Ask them to write a final paper that compares this str ct re to their own /ocal ?onder. 8ow are they alikeN +ifferentN Compare the materials) designs) and p rposes of these str ct res. Engineering Design <earning Standards 'rades 75* 0.0 +emonstrate methods of representing sol tions to a design pro9lem 1e.g.) sketches) orthographic proEections) m ltiBview drawings3. 0.; %*plain how s ch design feat res as size) shape) weight) f nction) and cost limitations wo ld affect the constr ction of a given prototype. Construction Technologies <earning Standards 1Applica9le standards may depend on str ct re selected.3 'rades 75* ;.1 +escri9e and e*plain parts of a str ct re 1e.g.) fo ndation) flooring) decking) wall) roofing systems3. ;.0 'dentify and descri9e three maEor types of 9ridges 1i.e.) arch) 9eam) and s spension3 and their appropriate ses 1e.g.) 9ased on site) span) reso rces) and load3. ;.. %*plain how the forces of tension) compression) torsion) 9ending) and shear affect the performance of 9ridges. ;.4 +escri9e and e*plain the effects of load and str ct ral shape on 9ridges.
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Technology/Engineering0 ,igh School

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@ uggested !earning acti/ities re!ated to the high schoo! -echno!ogy>Engineering !earning standards are !isted on pages @8 A@@+)
#% Engineering Design Central Conce"ts< %ngineering design involves practical pro9lem solving) research) development) and invention$innovation) and re( ires designing) drawing) 9 ilding) testing) and redesigning. "t dents sho ld demonstrate the a9ility to se the engineering design process to solve a pro9lem or meet a challenge. 1.1 'dentify and e*plain the steps of the engineering design process< identify the pro9lem) research the pro9lem) develop possi9le sol tions) select the 9est possi9le sol tion1s3) constr ct prototypes and$or models) test and eval ate) comm nicate the sol tions) and redesign. 1.0 Fnderstand that the engineering design process is sed in the sol tion of pro9lems and the advancement of society. 'dentify e*amples of technologies) o9Eects) and processes that have 9een modified to advance society) and e*plain why and how they were modified. 1.. Prod ce and analyze m ltiBview drawings 1orthographic proEections3 and pictorial drawings 1isometric) o9li( e) perspective3) sing vario s techni( es. 1.4 'nterpret and apply scale and proportion to orthographic proEections and pictorial drawings 1e.g.) XY O 1Z:Y) 1 cm O 1 m3. 1.; 'nterpret plans) diagrams) and working drawings in the constr ction of prototypes or models. !% Construction Technologies Central Conce"tsD #he constr ction process is a series of actions taken to 9 ild a str ct re) incl ding preparing a site) setting a fo ndation) erecting a str ct re) installing tilities) and finishing a site. Vario s materials) processes) and systems are sed to 9 ild str ct res. "t dents sho ld demonstrate and apply the concepts of constr ction technology thro gh 9 ilding and constr cting either f llBsize models or scale models sing vario s materials commonly sed in constr ction. "t dents sho ld demonstrate the a9ility to se the engineering design process to solve a pro9lem or meet a challenge in constr ction technology. 0.1 'dentify and e*plain the engineering properties of materials sed in str ct res 1e.g.) elasticity) plasticity) = val e) density) strength3. 0.0 +isting ish among tension) compression) shear) and torsion) and e*plain how they relate to the selection of materials in str ct res. 0.. %*plain 2erno llis principle and its effect on str ct res s ch as 9 ildings and 9ridges. 0.4 Calc late the res ltant force1s3 for a com9ination of live loads and dead loads. 0.; 'dentify and demonstrate the safe and proper se of common hand tools) power tools) and meas rement devices sed in constr ction. 0.5 =ecognize the p rposes of zoning laws and 9 ilding codes in the design and se of str ct res. +% Energy and (ower TechnologiesFFluid Systems Central Conce"ts< Fl id systems are made p of li( ids or gases and allow force to 9e transferred from one location to another. #hey can also provide water) gas) and$or oil) and$or remove waste. #hey can 9e moving or stationary and have associated press res and velocities. "t dents sho ld demonstrate the a9ility to se the engineering design process to solve a pro9lem or meet a challenge in a fl id system. ..1 %*plain the 9asic differences 9etween open fl id systems 1e.g.) irrigation) forced hot air system) air compressors3 and closed fl id systems 1e.g.) forced hot water system) hydra lic 9rakes3.

+% Energy and (ower TechnologiesFFluid Systems $cont%& ..0 %*plain the differences and similarities 9etween hydra lic and pne matic systems) and e*plain how each relates to man fact ring and transportation systems. ... Calc late and descri9e the a9ility of a hydra lic system to m ltiply distance) m ltiply force) and effect directional change. ..4 =ecognize that the velocity of a li( id moving in a pipe varies inversely with changes in the crossBsectional area of the pipe. ..; 'dentify and e*plain so rces of resistance 1e.g.) 4;[ el9ow) ,:[ el9ow) changes in diameter3 for water moving thro gh a pipe. =% Energy and (ower TechnologiesFThermal Systems Central Conce"ts< #hermal systems involve transfer of energy thro gh cond ction) convection) and radiation) and are sed to control the environment. "t dents sho ld demonstrate the a9ility to se the engineering design process to solve a pro9lem or meet a challenge in a thermal system. 4.1 +ifferentiate among cond ction) convection) and radiation in a thermal system 1e.g.) heating and cooling a ho se) cooking3. 4.0 -ive e*amples of how cond ction) convection) and radiation are considered in the selection of materials for 9 ildings and in the design of a heating system. 4.. %*plain how environmental conditions s ch as wind) solar angle) and temperat re infl ence the design of 9 ildings. 4.4 'dentify and e*plain alternatives to nonrenewa9le energies 1e.g.) wind and solar energy conversion systems3. 6% Energy and (ower TechnologiesFElectrical Systems Central Conce"ts< %lectrical systems generate) transfer) and distri9 te electricity. "t dents sho ld demonstrate the a9ility to se the engineering design process to solve a pro9lem or meet a challenge in an electrical system. ;.1 %*plain how to meas re and calc late voltage) c rrent) resistance) and power cons mption in a series circ it and in a parallel circ it. 'dentify the instr ments sed to meas re voltage) c rrent) power cons mption) and resistance. ;.0 'dentify and e*plain the components of a circ it) incl ding so rces) cond ctors) circ it 9reakers) f ses) controllers) and loads. %*amples of some controllers are switches) relays) diodes) and varia9le resistors. ;.. %*plain the relationships among voltage) c rrent) and resistance in a simple circ it) sing Ohms law. ;.4 =ecognize that resistance is affected 9y e*ternal factors 1e.g.) temperat re3. ;.; Compare and contrast alternating c rrent 1AC3 and direct c rrent 1+C3) and give e*amples of each.
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7% Communication Technologies Central Conce"ts< Applying technical processes to e*change information can incl de sym9ols) meas rements) icons) and graphic images. "t dents sho ld demonstrate the a9ility to se the engineering design process to solve a pro9lem or meet a challenge in a comm nication technology. 5.1 %*plain how information travels thro gh the following media< electrical wire) optical fi9er) air) and space. 5.0 +ifferentiate 9etween digital and analog signals. +escri9e how comm nication devices employ digital and analog technologies 1e.g.) comp ters) cell phones3. 5.. %*plain how the vario s components 1so rce) encoder) transmitter) receiver) decoder) destination) storage) and retrieval3 and processes of a comm nication system f nction. 5.4 'dentify and e*plain the applications of laser and fi9er optic technologies 1e.g.) telephone systems) ca9le television) photography3. 5.; %*plain the application of electromagnetic signals in fi9er optic technologies) incl ding critical angle and total internal reflection. .% Manufacturing Technologies Central Conce"ts< >an fact ring processes can 9e classified into si* gro ps< casting$molding) forming) separating) conditioning) assem9ling) and finishing. "t dents sho ld demonstrate the a9ility to se the engineering design process to solve a pro9lem or meet a challenge in a man fact ring technology. &.1 +escri9e the man fact ring processes of casting and molding) forming) separating) conditioning) assem9ling) and finishing. &.0 'dentify the criteria necessary to select safe tools and proced res for a man fact ring process 1e.g.) properties of materials) re( ired tolerances) endB ses3. &.. +escri9e the advantages of sing ro9otics in the a tomation of man fact ring processes 1e.g.) increased prod ction) improved ( ality) safety3. II3
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"t dents sho ld 9e provided opport nities for handsBon e*periences to design) 9 ild) test) and eval ate 1and redesign) if necessary3 a prototype or model of their sol tion to a pro9lem. "t dents sho ld have access to materials) hand and$or power tools) and other reso rces necessary to engage in these tasks. "t dents may also engage in design challenges that provide constraints and specifications to consider as they develop a sol tion to a pro9lem. Steps of the Engineering Design (rocessG 1. 'dentify the need or pro9lem 0. =esearch the need or pro9lem %*amine c rrent state of the iss e and c rrent sol tion1s3 %*plore other options via the 'nternet) li9rary) interviews) etc. .. +evelop possi9le sol tion1s3 2rainstorm possi9le sol tion1s3 +raw on mathematics and science Artic late the possi9le sol tion1s3 in two and three dimensions

=efine the possi9le sol tion1s3
Steps of the Engineering Design (rocess $cont%& 4. "elect the 9est possi9le sol tion1s3 +etermine which sol tion1s3 9est meet1s3 the original re( irements ;. Constr ct one or more prototypes and$or models >odel the selected sol tion1s3 in two and three dimensions 5. #est and eval ate the sol tion1s3 +oes it workN +oes it meet the original design constraintsN &. Comm nicate the sol tion1s3 >ake an engineering presentation that incl des a disc ssion of how the sol tion1s3 9est meet1s3 the needs of the initial pro9lem or need +isc ss societal impact and tradeoffs of the sol tion1s3 6. =edesign >odify the sol tion1s3 9ased on information gathered d ring the tests and presentation GThe Engineering *esign !rocess is also listed under the %irst content standard o% the Engineering *esign subto"ic in this course8 III3 M)T7EM)TIC)(
2 I ( (
"t dents are e*pected to know the content of the Massachusetts Mathematics Curriculum Framework( thro gh grade 6. 2elow are some specific skills from the Mathematics Framework that st dents in this co rse sho ld have the opport nity to apply< Constr ct and se ta9les and graphs to interpret data sets. "olve simple alge9raic e*pressions. Perform 9asic statistical proced res to analyze the center and spread of data. >eas re with acc racy and precision 1e.g.) length) vol me) mass) temperat re) time3 Fse 9oth metric$standard international 1"'3 and F.". C stomary 1%nglish3 systems of meas rement. Convert within a nit 1e.g.) centimeters to meters) inches to feet3. Fse common prefi*es s ch as milli9( centi9( and kilo9. Fse scientific notation) where appropriate. Fse ratio and proportion to solve pro9lems.
#he following skills are not detailed in the Mathematics Framework) 9 t are necessary for a solid nderstanding in this co rse< +etermine the correct n m9er of significant fig res. +etermine percent error from e*perimental and accepted val es. Fse appropriate metric$standard international 1"'3 nits of meas rement for mass 1kg3C length 1m3C time 1s3C power 1?3C electric c rrent 1A3C electric potential difference$voltage 1V3C and electric resistance 13.
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Fse the Celsi s and Fahrenheit scales.
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) (oo- at Ener&$,Efficient 7omes

Adapted from Standards %or Technological =iteracy) p. 1,&
Technology/Engineering0 ,igh School #he city of ?estlake and the s rro nding areas e*perienced an accelerated growth in the constr ction ind stry) especially in new home constr ction. #he local high school technology teacher) >r. >orales) tho ght it wo ld 9e helpf l for his st dents) as f t re cons mers) to have an inBdepth nderstanding of the ho sing ind stry and to know a9o t the latest developments in home constr ction techni( es) materials) and practices. >r. >orales decided to organize a lesson where st dents were invited to participate in designing an energyBefficient home for a family of fo r. 8e g ided the st dents to consider all forms of energy and not to limit their imaginations. "t dents were instr cted to consider costs of sing energyBefficient designs and how those costs might affect the resale val e of a home. 8e instr cted the st dents in his technology class to individ ally design) draw) and 9 ild a scale model of a residential home sing heating and cooling systems that were energyBefficient) aesthetically pleasing) f nctional) marketa9le) and innovative. #he ho se also had to accommodate a family of fo r with a ma*im m size of 01:: s( are feet. %ach st dent had to work within a 9 dget of \1;:):::) and had nine weeks to complete the proEect. #he st dents 9egan 9y researching homes in their city that already incorporated feat res that were re( ired in their proEect. #hey cond cted li9rary and 'nternet searches to learn a9o t the latest materials and techni( es availa9le in the ho sing ind stry. "t dents also interviewed local architects and 9 ilding contractors to learn a9o t c rrent practices and how these professionals were integrating innovative feat res. For e*ample) the st dents learned a9o t incorporating increased day lighting) which takes into acco nt the homes orientation) into the design of the home. #hey also learned a9o t designing and installing environmentally so nd) energyBefficient systems and incorporating wholeBhome systems that are designed to provide ho se maintenance) home sec rity) and indoor airB( ality management. #he st dents then 9egan the process of sketching their homes. >any st dents had to gather additional research as they realized they needed more information to complete their sketches. Fsing their sketches) the st dents 9 ilt scale models of their homes o t of mat 9oard. A gro p of 9 ilding ind stry professionals from across the area was invited to eval ate st dents work and provide feed9ack on their ideas in several categories) incl ding design) planning) innovation) energy conservation feat res) drawing presentation) model presentation) and e*terior design. As a res lt of this e*perience) the st dents learned firsthand what it takes to design a home for the 01 st cent ry. "t dents also learned how to s ccessf lly plan and select the 9est possi9le sol tion from a variety of design ideas in order to meet criteria and constraints) as well as how to comm nicate their res lts sing graphic means and threeBdimensional models.
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Assessment Strategies "t dents can research 9 ilding codes and zoning laws in the comm nity) then each can write a detailed informational report. "t dents can compare constr ction efficiency for vario s ho se designs) eval ating the advantages and disadvantages of each design 1e.g.) ranch vs. colonial) l m9er vs. steel framework3. #hey can then create a chart ill strating the differences. "t dents can create an engineering presentation ill strating the design and efficiency of the prototype) sing appropriate vis al aids 1e.g.) charts) graphs) presentation software3. #he presentation sho ld incl de any other factors that impact the design of the ho se 1e.g.) site) soil conditions) climate3. "t dents will se a r 9ric to assess design specification) heat efficiency) and final prototype of the design challenge. Engineering Design <earning Standards ,igh School 1.0 Fnderstand that the engineering design process is sed in the sol tion of pro9lems and the advancement of society. 'dentify e*amples of technologies) o9Eects) and processes that have 9een modified to advance society) and e*plain why and how they were modified. 1.. Prod ce and analyze m ltiBview drawings 1orthographic proEections3 and pictorial drawings 1isometric) o9li( e) perspective3) sing vario s techni( es. 1.4 'nterpret and apply scale and proportion to orthographic proEections and pictorial drawings 1e.g.) XY O 1Z:Y) 1 cm O 1 m3. 1.; 'nterpret plans) diagrams) and working drawings in the constr ction of prototypes or models. Construction Technologies <earning Standards ,igh School 0.1 'dentify and e*plain the engineering properties of materials sed in str ct res 1e.g.) elasticity) plasticity) = val e) density) strength3. 0.5 =ecognize the p rposes of zoning laws and 9 ilding codes in the design and se of str ct res. Energy and (ower TechnologiesFThermal Systems <earning Standards ,igh School 4.0 -ive e*amples of how cond ction) convection) and radiation are considered in the selection of materials for 9 ildings and in the design of a heating system. 4.. %*plain how environmental conditions s ch as wind) solar angle) and temperat re infl ence the design of 9 ildings.
Suggested <earning Activities for ,igh School Technology/Engineering <earning Standards

Please note4 #he n m9er1s3 in parentheses following each s ggested learning activity refer to the related high school #echnology$%ngineering learning standard1s3.
#% Engineering Design Create an engineering design presentation sing m ltimedia) oral) and written comm nication. 11.13 Choose the optimal sol tion to a pro9lem) clearly doc menting ideas against design criteria and constraints) and e*plain how h man val es) economics) ergonomics) and environmental considerations have infl enced the sol tion. 11.13 Visit a local ind stry in any area of technology and descri9e the research and development processes of the company. 11.1) 1.;3 8ave st dents tilize li9rary$'nternet reso rces to research the patent process. 11.1) 1.0) 1.;3 Create pictorial and m ltiBview drawings that incl de scaling and dimensioning. 11.0) 1..) 1.4) 1.;3 Create plans) diagrams) and working drawings in the constr ction of a prototype. 11.0) 1..) 1.4) 1.;3 !% Construction Technologies +emonstrate the transmission of loads for 9 ildings and other str ct res. 10.1) 0.0) 0.53 Constr ct a tr ss and analyze to determine whether the mem9ers are in tension) compression) shear) and$or torsion. 10.1) 0..) 0.4) 0.;3 -iven several types of meas ring tools and testing tools) give st dents a challenge and have them eval ate the effectiveness of a tool for the given challenge. 10.03 Constr ct and test geometric shapes to determine their str ct ral advantages depending on how they are loaded. 10..) 0.;) 0.53 Fsing a chart from the state 9 ilding code) st dents sho ld 9e a9le to correctly se the stressB strain relationship to calc late the floor Eoist size needed. 10.4) 0.53 +esign and cond ct a test for 9 ilding materials 1e.g.) density) strength) thermal cond ctivity) specific heat) moist re resistance3. 10.4) 0.;3 Calc late the live load for the second floor of a 9 ilding and show how that load is distri9 ted to the floor 9elow. 10.;) 0.53 'dentify ways to protect a watershed 1e.g.) silt 9arriers) hay 9ales) maintenance of watershed areas3. 10.;3 +% Energy and (ower TechnologiesFFluid Systems +emonstrate how appropriate selection of piping materials) p mps) and other materials is 9ased on hydrostatic effects. 1..1) ..;3 +emonstrate how a hydra lic 9rake system operates in an a tomo9ile. 1..1) ..;3 +esign a private septic system while considering the type of soil in the leach field. 1..1) ..43 'dentify similar and differing elements of a p 9lic sewer system and a private septic system. 1..1) ..43 %*plain engineering control vol me concepts as applied to a domestic water system. +oes the amo nt of water entering a residence e( al the amo nt of water leaving the residenceN 1..;3 +esign an airfoil or spoiler to demonstrate 2erno llis principle. 1...3
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Suggested <earning Activities for ,igh School Technology/Engineering <earning Standards
Create a hydra lic arm powered 9y pistons that is capa9le of moving in three dimensions. 1..43
+% Energy and (ower TechnologiesFFluid Systems $cont%& 8ave st dents do a simple calc lation with velocity and crossBsectional pipe size. Velocity times crossBsectional area is a constant. As the pipe size changes) the velocity will have to change as well. For e*ample) if the pipe changes from a 0Binch diameter to a 1Binch diameter) the velocity will ( adr ple. 1..;3 =% Energy and (ower TechnologiesFThermal Systems Create a model 1e.g.) the m ltiBlayer wall of a 9 ilding3 to test the concept of cond ction) and comp te heat losses. 14.1) 4.0) 4.43 +esign and 9 ild a hot water solar energy system consisting of a collector) hoses) p mp 1optional3) and storage tank. After the system has 9een heated) calc late the heat gains achieved thro gh solar heating. 14.13 +esign and 9 ild a model to test heat losses thro gh vario s materials and plot the res lts. 14.0) 4.;3 +esign and 9 ild a solar cooker for vario s food s 9stances. %ach st dent sho ld design a solar cooker for her or his specific food. 14.1) 4.03 +esign an awning for a 9 siness 9ased pon seasonal changes and the angles of the s n. 14.03 6% Energy and (ower TechnologiesFElectrical Systems +esign and create an electrical system containing a so rce) a switch) and m ltiple loads. 2e a9le to meas re the voltage and c rrent at each load. 1;.03 +esign and create an electrical system with either motors) all operating at different speeds) or lamps) all operating at different intensities. 1;.0) ;..3 Create schematics for series) parallel) and com9ination 1seriesBparallel3 circ its) and constr ct each type of circ it from its schematic. 1;.43 7% Communication Technologies -ive an e*ample of each of the following types of comm nication< h man to h man 1talking3) h man to machine 1telephone3) machine to h man 1facsimile machine3) and machine to machine 1comp ter network3. 15.43 Create prototypes for the following specific types of comm nication< h man to h man 1e.g.) talking) telephone3) h man to machine 1e.g.) key9oard) cameras3) machine to h man 1e.g.) C=# screen) television) printed material3) machine to machine 1e.g.) C!C) internetworking3. 15.0) 5..) 5.43 +efine size and focal length for a lens and e*plain their applications in light theory. 15.;3 =esearch a comm nication technology and the impact that lasers or fi9er optics have had on that technology. 15.4) 5.;3 .% Manufacturing Technologies +esign a system for mass prod cing a prod ct. 1&.1) &.03 +esign) 9 ild) and program a ro9otic device capa9le of moving thro gh three a*es. 1&..3
Appendices
Appendi' $
Pre5 through 6igh !chool *earning !tandards Organized by !trand and 2road Topics
Planning science and technology$engineering c rric l m at any grade level is most effective when it is known what st dents have already 9een ta ght and what they sho ld 9e learning in s 9se( ent years. 't can 9e helpf l in planning and aligning c rric la to recognize how standards across grade spans may 9e integrated) as is often done in elementary and middle school grades. Please note the Physical "ciences strand has 9een split in this appendi* into Chemistry and 'ntrod ctory Physics to effectively show concepts across the grade spans. %ven so) there is some red ndancy in the grade Pre7 thro gh grade 6 standards in these two o tlines. #his appendi* shows which standard1s3 in each grade span fall nder each of these 2road #opics. "chools or districts may choose) however) to gro p standards in com9inations other than those shown in this appendi*. Organizing the standards 9y strand and 2road #opic provides an opport nity to see how st dents are s pported in learning any one concept from year to year. /earning standards are not ( oted ver9atim in this appendi*C rather) the 9asic content and intent of the standard is listed) along with its n m9er. Please refer to the act al standards in the third chapter of the doc ment for the f ll artic lation of each standard) incl ding the complete scope of each topic or concept.
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Content of Each <earning Standard (re)5! .. ?eather changes from day to day and over the seasons. 4. #he s n s pplies heat and light to the earth and is necessary for life. 'rades +56 5. Air temperat re) moist re) wind speed and direction) and precipitation make p the weather in a partic lar place and time. &. Vario s forms of precipitation are connected to the weather in a partic lar place and time. 6. -lo9al patterns infl ence local weather) which can 9e meas red. ,. ?eather is different from climate. 'rades 75* .. =adiation) cond ction) and convection transfer heat thro gh the earths system. 4. %nergy provided 9y the s n) glo9al patterns of atmospheric movement) and temperat re differences among water) land) and atmosphere are related. 11. %arths tilt and its revol tion aro nd the s n res lt in neven heating) ca sing the seasons. ,igh School 1.1 %arths principal so rces of internal and e*ternal energy. 1.0 Characteristics of electromagnetic radiation and its impact on life and %arths systems. 1.. #he transfer of energy thro gh radiation) cond ction) and convection contri9 tes to glo9al atmospheric processes. 1.4 Fne( al heating of %arth and the Coriolis effect infl ence glo9al circ lation patterns and impact >assach setts weather and climate. 1.; #he revol tion of %arth aro nd the " n and the inclination of %arth on its a*is ca se %arths seasonal variations. 1.5 Conditions associated with frontal 9o ndaries and cyclonic storms and their impact on h man affairs. 1.& Oceanic c rrents relate to glo9al circ lation within the marine environment and climate. 1.6 -ro ndB9ased o9servations) satellite data) and comp ter models are sed to demonstrate interconnected %arth systems. 0.1 =enewa9le energy reso rces and nonrenewa9le energy reso rces. 0.0 %ffects on the environment and on the car9on cycle of sing renewa9le and nonrenewa9le reso rces.
3esourcesMaterials and Energy
Energy in the Earth System
##= Massachusetts Science and Technology/Engineering Curriculum Framework( October 2006
1. ?ater) rocks) soil) and living organisms are fo nd on the earths s rface. 0. Air is a mi*t re of gases all aro nd s and wind is moving air.
1. ?hat a mineral is. 0. Physical properties of minerals and tests for those. ;. #he properties of soil incl de color) te*t re) and the a9ilities to retain water and s pport the growth of plants.
Structure of the Earth
.. #he three categories of rocks and the processes that create them. 4. "oil is formed 9y the weathering of rock and decomposition of plant and animal remains. 1:. ?ater on earth cycles in different forms and locations. 11. Cycling of water) 9oth in and o t of the atmosphere) has an effect on climate. 10. %arths s rface changes d e to slow processes s ch as erosion and weathering) and rapid processes s ch as landslides) volcanic er ptions) and earth( akes.
Earth (rocesses and Cycles
5. %arths s rface is 9 ilt p and torn down 9y nat ral processes.
..1 Physical and chemical weathering leads to erosion and formation of soils and sediments) and creates the vario s types of landscapes. ..0 #he car9on cycle. ... #he nitrogen cycle. ..4 ?ater flows into and thro gh a watershed. ..; #he hydrologic cycle incl des evaporation) condensation) precipitation) s rface r noff and gro ndwater percolation) infiltration) and transpiration. ..5 #he rock cycle) incl ding the formation and physical properties of igneo s) sedimentary) and metamorphic rocks. ..& A9sol te and relative dating methods are sed to meas re geologic time. ..6 #he development of a lithospheric plate from its growth to its destr ction) incl ding the recording of magnetic polarity. .., #he motion of the lithospheric plates is related to convection c rrents in %arths mantle. ..1: %arth( akes) volcanoes) ts namis) mo ntain 9 ilding) and tectonic plift are related to plate movements. ..11 "eismic data are sed reveal %arths interior str ct re and earth( ake epicenters. ..10 #he =ichter scale and the relative damage inc rred 9y earth( akes. 4.0 'nfl ence of gravity and inertia on the rotation and revol tion of or9iting 9odiesC " nB%arthBmoon relationships.
Massachusetts Science and Technology/Engineering Curriculum Framework( October 2006 ++7
Earth in the Solar System
;. %vents aro nd s have repeating patterns) incl ding the seasons of the year) day) and night.
1.. %arth is a part of the Jsolar systemK that incl des the s n) planets) and many moons. %arth is the third planet from the s n. 14. %arth or9its the s n in a years time and rotates on its a*is in appro*imately 04 ho rs. #he rotation of the earth) day$night) and apparent movements of the s n) moon) and stars are connected. 1;. Changes occ r in the o9serva9le shape of the moon over a month.
1. %arths common physical feat res can 9e represented with models and maps. 0. /ayers of the earth incl de the lithosphere) mantle) and core. ;. >ovement of the earths cr stal plates ca ses 9oth slow and rapid changes in the earths s rface. &. Physical evidence s pports theories that the earth has evolved over geologic time. 6. -ravity is a force that p lls all things toward the center of the earth. -ravity infl ences the formation and movement of the planets) stars) and solar system. ,. / nar and solar eclipses) moon phases) and tides are related to relative positions of the earth) moon) and s n. 1:. Properties and conditions of o9Eects in the solar system and those on %arth.
EarthArigin and Evolution of
10. #he niverse contains many 9illions of gala*ies and each gala*y contains many 9illions of stars.
4.1 #he 2ig 2ang #heory and the evidence that s pports it. 4.. #he " n) %arth) and solar system formed from a ne9 la of d st and gas in a spiral arm of the >ilky ?ay -ala*y a9o t 4.5 9illion years ago.
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Content of Each <earning Standard (re)5! 1. Animals and plants are living things that grow) reprod ce) ] need food) air) ] water. 0. Characteristics of living and nonliving things. .. Plants and animals have life cycles that vary. 'rades +56 1. Physical characteristics of plants and animals .. Plants and animals go thro gh predicta9le life cycles) incl ding 9irth) growth) development) reprod ction) and death. 4. >aEor life cycle stages of the frog and 9 tterfly. 'rades 75* 1. Organisms are classified into kingdoms. ,igh School 0.. Cell lar evidence and modes of n trition of the si* kingdoms.
<iving ThingsCharacteristics of
ThingsCharacteristics of
<iving
Structure and Function of Cells
Cell Biology and Biochemistry
0. Organisms are composed of cells) and many organisms are singleBcelled) where one cell m st carry o t all 9asic f nctions of life. .. Plant and animal cells have similarities and differences in their maEor organelles. 4. 2asic f nctions of living organisms are carried o t in cells.
1.1 2iological organisms are composed primarily of few elements. 1.0 >olec lar str ct res and f nctions of the fo r maEor categories of organic molec les. 1.. %nzymes are catalysts for 9iochemical reactions affected 9y a variety of factors. 0.1 Cell parts$organelles and their f nctionsC cell mem9ranes. 0.0 Cell lar similarities and differences of prokaryotes and e karyotes. 0.4 =eactants) prod cts) and p rposes of photosynthesis and respiration. 0.; =ole of A#P in meta9olism. 0.5 #he cell cycle and mitosis in ase* al reprod ction. 0.& >eiosis in se* al reprod ction. 0.6 +ifferences of a vir s and a cell.
Systems in <iving Things
Anatomy and (hysiology
0. "tr ct res in plants that are responsi9le for food prod ction) s pport) water transport) reprod ction) growth) and protection.
;. > lticell lar organisms can 9e hierarchically organized from cells to tiss es to organs to systems to organisms. 5. -eneral f nctions of the maEor systems of the h man 9ody) and the interactions of these systems.
,eredity
'enetics
4. Plants and animals closely resem9le their parents in o9served appearance.
;. O9served characteristics of plants and animals can 9e f lly inherited or they can 9e affected 9y the climate or environment.
Evolution and Biodiversity
;. Fossils provide s with information a9o t living things that inha9ited the earth years ago. Evolution
5. 'nherited characteristics may change over time as adaptations to changes in the environment ena9le organisms to s rvive. &. Changes in the environment have ca sed some plants and animals to die or move to new locations.
&. %very organism re( ires a set of instr ctions that specifies its traits. 8eredity is the passage of these instr ctions from one generation to another. 6. 8ereditary information is contained in genes located in the chromosomes of each cell. ,. "e* al reprod ction and ase* al reprod ction. 1:. -enetic variation and environmental factors are ca ses of evol tion and the diversity of organisms. 11. %vidence drawn from m lB tiple so rces provides the 9asis of the theory of evol tion. 10. %*tinction of species is related to a mismatch of adaptation and environment. 1&. %cosystems have changed thro gh geologic time in response to vario s infl ences. 16. 2iological evol tion acco nts for species diversity developed over generations.
4.1 #he digestive system converts macromolec les into smaller molec les. 4.0 #he circ latory system transports n trients and o*ygen) and removes cell wastes. 7idneys and liver remove waste from 9lood. 4.. #he respiratory system provides e*change of O0 and CO0. 4.4 #he nervo s system mediates comm nication. 4.; #he m sc lar$skeletal system s pports the 9ody and allows for movement. 2ones prod ce 9lood cells. 4.5 "e* al reprod ctive system. 4.& Comm nication among cells is re( ired for coordination of 9ody f nctions. 4.6 2ody systems interact to maintain homeostasis sing physiological feed9ack loops. ..1 +!A str ct re and its f nction in genetic inheritance. ..0 +!A replication transmits and conserves the genetic code. #ranscription and translation res lt in e*pression of genes. ... > tations in the +!A se( ence or gametes may res lt in phenotypic changes in an organism or offspring. ..4 -enetic traits res lt in o9served inheritance patterns. ..; Patterns of inheritance can 9e e*plained thro gh >endels laws of segregation and independent assortment. ..5 Pro9a9ilities for genotype and phenotype com9inations in monohy9rid crosses can 9e modeled sing a P nnett "( are. ;.1 %vol tion is demonstrated 9y evidence from m ltiple so rces. ;.0 "pecies are reprod ctively distinct gro ps of organisms. "pecies are classified into a hierarchical ta*onomic system 9ased on similarities. -eographic isolation can play a role in speciation. ;.. %vol tion thro gh nat ral selection can res lt in changes in 9iodiversity thro gh an increase or decrease of genetic diversity within a pop lation.
<iving Things and Their Environments
5. People and other animals interact with the environB ment thro gh their senses. &. Animals and plants go thro gh changes in appearance as the seasons change. 6. An organisms ha9itat provides for its 9asic needs.
6. Organisms meet needs 9y sing 9ehaviors in response to information from the environB ment. "ome 9ehaviors are instinctive and others learned. ,. Plants have characteristic 9ehaviors. Plants and animals can s rvive harsh environB ments via seasonal 9ehaviors. 1:. Organisms can ca se changes in their environment to ens re s rvival) which may affect the ecosystem. 11. %nergy derived from the s n is sed 9y plants to prod ce s gars and is transferred withB in a food chain from prod cers to cons mers to decomposers.
1.. Organisms interact and have different f nctions within an ecosystem that ena9le the ecosystem to s rvive. 14. =oles ] relationships among prod cers) cons mers) and decomposers in the process of energy transfer in a food we9. 1;. +ead plants and animals are 9roken down 9y other living organisms) which contri9 tes to the system as a whole. 15. Prod cers se energy from s nlight to make s gars thro gh photosynthesis) which can 9e sed immediately) stored for later se) or sed 9y other organisms.
5.1 2irth) death) immigration) and emigration infl ence pop lation size. 5.0 Changes in pop lation size and 9iodiversity res lt from a variety of infl ences. 5.. A food we9 identifies prod cers) cons mers) and decomposers) and e*plains the transfer of energy thro gh trophic levels. =elationships among organisms add to the comple*ity of 9iological comm nities. 5.4 ?ater) car9on) and nitrogen cycle 9etween a9iotic reso rces and organic matter) and o*ygen cycles thro gh photosynthesis and respiration.
Ecology
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Broad Topic ThermochemistryStates of Matter0 )inetic Molecular Theory0 and Matter(roperties of Materials and
Content of Each <earning Standard (re)5! 1. O9serva9le properties of o9Eects incl de size) shape) color) weight) and te*t re. 'rades +56 1. Properties of o9Eects and materials. 'rades 75* 0. Vol me and mass are distinct components of density. .. Appropriate tools and se of significant digits are needed to meas re vol me and mass. 4. >ass is conserved in a closed system. ,igh School
0. O9Eects and materials are solid) li( id) or gas. "olids have a definite shapeC li( ids and gases take the shape of their container.
0. "olids) li( ids) and gases have distinct properties. .. ?ater can 9e changed from one state to another 9y adding or taking away heat.
,. A s 9stance has a melting point and a 9oiling point) 9oth indepenB dent of the amo nt of the sample. 1:. Physical changes and chemical changes. 1;. #he effect of heat on particle motion d ring a change in phase.
1.1 Physical and chemical properties and changes. 1.. #he three normal states of matter in terms of energy) particle motion) and phase transitions. 5.1 7inetic molec lar theory e*plains the 9ehavior of gases and the relationships among press re) vol me) temperat re) and the n m9er of particles in a gas sample. #he com9ined gas law determines changes in press re) vol me) and temperat re. 5.0 #he ideal gas law and molar vol me at 0&.7 and 1 atmosphere. 5... Properties of gases) li( ids) and solids sing kinetic molec lar theoryC molec lar 9ehavior of matter d ring phase transitions.
4. 2asic forms of energy) which ca se motion or create change. ;. %nergy can 9e transferred from one form to another.
ChemistryElements0 Compounds and Mi1turesC Atomic Structure and Duclear
1.. 7inetic energy is transformed into potential energy ] vice versa. 14. #emperat re change res lts from adding or taking away heat energy from a system. 15. 8eat moves in predicta9le ways) from warmer to cooler o9Eects ntil reaching e( ili9ri m. ;. >any elements com9ine in a m ltit de of ways to prod ce compo nds that make p living and nonliving things. 5. +ifferences 9etween an atom and a molec le. &. 2asic e*amples of elements and compo nds. 6. +ifferences 9etween mi*t res and p re s 9stances.
Forms of Energy
5.4 #he law of conservation of energyC endothermic and e*tothermic processes. 5.; #here is a nat ral tendency for systems to move in a direction of disorder or randomness 1entropy3.
1.0 P re s 9stances and mi*t resC heterogeneo s and homogeneo s mi*t res. 0.1 +iscoveries of atomic theory) the electron) the n cle s) and the planetary model of atom led to modern theory. 0.0 = therfords Jgold foilK e*periment led to discovering the n clear atom. Components of the n clear atom and how they interact. 0.. #he laws of conservation of mass) constant composition) and m ltiple proportions. 0.4 %lectron config rations for twenty elements. 0.; #he three main types of radioactive decay and their properties. 0.5 Process of radioactive decay sing n clear e( ations and the concept of halfBlife for an isotope. 0.& ! clear fission and n clear f sion.
..1 An elements position on the periodic ta9le relates to its atomic n m9er) family) and period. ..0 >etals) nonmetals) and metalloids on the periodic ta9le. ... An elements position on the periodic ta9le relates to its electron config ration and reactivity. ..4 #rends on the periodic ta9le.
(eriodicity
E/uili riumSolutions0 3ates of 3eaction0 and Stoichiometry3eactions and
4.1 Atoms com9ine thro gh ionic and covalent 9onding. Valence electrons can predict chemical form las. 4.0 /ewis dot str ct res for simple molec les and ionic compo nds. 4.. %lectronegativtiy e*plains polar and nonpolar covalent 9onds. 4.4 ValenceBshell electronBpair rep lsion theory predicts molec lar geometry of simple molec les. 4.; 8ydrogen 9onding in water affects a variety of physical) chemical) and 9iological phenomena. 4.5 Chemical form las for simple ionic and molec lar compo nds. ;.1 Conservation laws are sed to 9alance chemical e( ations. ;.0 Classifications of chemical reactions. ;.. #he n m9er of particles and molar mass can 9e determined sing the mole concept. ;.4 Percent compositionsC empirical and molec lar form las. ;.; >assBtoBmass stoichiometry for a chemical reaction. ;.5 Percent yield in a chemical reaction
Chemical Bonding
&.1 Process 9y which sol tes dissolve in solvents. &.0 Concentration) sol tion dil tion) and sol tion stoichiometry) sing molarity. &.. Factors that affect the rate of dissolving. &.4 #he properties of sol tions and p re solvents. &.; Factors affecting the rate of a chemical reaction. &.5 #he factors and processes that can ca se a shift in e( ili9ri m of a system.
3eactionsAcids and Bases and A1idation23eduction
6.1 #heories of acids and 9ases in terms of the presence of hydroni m and hydro*ide ions in water) and proton donors and acceptors. 6.0 #he p8 scale and acidic) 9asic) and ne tral sol tions are related to hydrogen ion concentrations. 6.. 8ow a 9 ffer works. 6.4 O*idation and red ction reactions and everyday e*amplesC o*idation n m9ers in a reaction.
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Broad Topic
()2* ,S
Content of Each <earning Standard (re)5! .. O9Eects can move in vario s ways. 4. Change the motion of an o9Eect 9y applying a force. #he greater the force) the greater the change in motion. ;. O9Eects can 9e 9alanced nder some conditions. 4. 2asic forms of energy) which ca se motion or create change. ;. %nergy can 9e transferred from one form to another. 'rades +56 'rades 75* 1. ?eight is the amo nt of gravitational p ll on an o9Eect and is distinct from mass. 11. An o9Eects motion can 9e descri9ed 9y its position) direction of motion) and speed. 10. +istance vs. time graphs for constant speed. 1.. 7inetic energy can 9e transformed into potential energy and vice versa. ,igh School 1.1 Vector and scalar ( antities. 1.0 +isplacement) distance) velocity) speed) and acceleration. 1.. -raphs of 1Bdimensional motion. 1.4 !ewtons three laws of motion. 1.; FreeB9ody force diagrams show forces acting on a system consisting of a pair of interacting o9Eects. 1.5 G alitative differences 9etween static and kinetic friction) and their effects on the motion of o9Eects. 1.& !ewtons law of niversal gravitation. 1.6 Forces involved in circ lar motion. 0.1 #he law of conservation of energy. 0.0 %nergy can 9e converted from gravitational potential energy to kinetic energy and vice versa. 0.. ?ork can 9e e*pressed as a change in mechanical energy. 0.4 Power can 9e e*pressed as work done per nit time. 0.; /inear moment m is the prod ct of mass and velocity and is always conserved.
(osition and Motion of A >ects Forms of Energy
MomentumConservation of Energy and 0. O9Eects and materials are solid) li( id) or gas. "olids have a definite shapeC li( ids and gases take the shape of their container.
Motion and Forces
States of Matter
0. "olids) li( ids) and gases have distinct properties. .. ?ater can 9e changed from one state to another 9y adding or taking away heat.
,. A s 9stance has a melting point and a 9oiling point) 9oth independent of the amo nt of the sample.
... Average molec lar kinetic energy is related to temperat re. %nergy is a9sor9ed when a s 9stance changes from a solid to a li( id to a gas) and energy is released when a s 9stance changes from a gas to a li( id to a solid. =elationships e*ist among evaporation) condensation) cooling) and warming. ..4 #emperat re change in a s 9stance is related to the amo nt of heat transferred) and the amo nt and specific heat of the s 9stance.
14. #emperat re change res lts from adding or taking away heat energy from a system. 1;. #he effect of heat on particle motion d ring a change in phase. 15. 8eat moves in predicta9le ways) moving from warmer to cooler o9Eects ntil reaching e( ili9ri m. 5. %lectricity in circ its re( ires a complete loop for an electrical c rrent. %lectricity can prod ce light) heat) and so nd. &. O9Eects and materials can 9e cond ctors or ins lators of electricity% 6. >aking and sing electromagnets. ,. >agnets have poles that repel and attract each other. 1:. A magnet will attract some o9Eects and materials 9 t not others. 11. "o nd is prod ced 9y vi9rating o9Eects and travels thro gh a medi m. #he rate of vi9ration is related to the pitch of the so nd. 10. /ight travels in a straight line ntil it strikes an o9Eect or travels from one medi m to another. /ight can 9e reflected) refracted) and a9sor9ed.
,eat and ,eat Transfer
,eat Energy
..1 8eat energy is transferred 9y convection) cond ction) and$or radiation. ..0 8eat energy will move from a higher temperat re to a lower temperat re ntil e( ili9ri m is reached.
;.1 An electric charge tends to 9e static on ins lators and can move on and in cond ctors. %nergy can prod ce a separation of charges. ;.0 C rrent) voltage) resistance) and the connections among them 1Ohms law3. ;.. Arrangements of components in series and parallel circ its. "ym9ols are sed to represent the f nctions of common circ it elements in a schematic diagram. ;.4 Attractive or rep lsive forces 9etween o9Eects relative to their charges and the distance 9etween them 1Co lom9s law3. ;.; %lectric c rrent is a flow of charge ca sed 9y a potential difference) and power is e( al to c rrent m ltiplied 9y voltage. ;.5 >oving electric charges prod ce magnetic forces and moving magnets prod ce electric forces. #he interplay of electric and magnetic forces is the 9asis for many technologies. 4.1 #he meas ra9le properties of waves and the relationships among themC simple harmonic motion. 4.0 >echanical and electromagnetic waves. 4.. #ransverse and longit dinal mechanical waves. 4.4 =eflection and refraction of waves. 4.; >echanical waves generally move faster thro gh a solid than a li( id and faster thro gh a li( id than a gas. 4.5 #he apparent change in fre( ency of waves d e to the motion of a so rce or a receiver 1the +oppler effect3. 5.1 %lectromagnetic waves are transverse waves and travel at the speed of light thro gh a vac m. 5.0 %lectromagnetic spectr m in terms of fre( ency and wavelength) and the locations of different waves on the spectr m.
Electrical and Magnetic Energy Sound and <ight Energy
;aves and 3adiation
Electromagnetism
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Content of Each <earning Standard
Broad Topic MachinesMaterials0 Tools0 and
(re)5! 1.1 Characteristics of nat ral and h manB made materials. 1.0 Possi9le ses for nat ral and h manB made materials. 1.. "afe and proper se of tools and materials to constr ct simple str ct res. 0.1 #ools and simple machines sed for a specific p rpose. 0.0 8 man 9eings and animals se parts of the 9ody as tools.
'rades +56 1.1 >aterials sed to accomplish a design task 9ased on specific properties. 1.0 Appropriate materials and tools to constr ct a prototype safely. 1.. +ifferences 9etween simple and comple* machines. 0.1 Pro9lems that reflect the need for shelter) storage) or convenience. 0.0 +ifferent ways a pro9lem can 9e represented. 0.. =elevant design feat res for 9 ilding a prototype of a sol tion to a pro9lem. 0.4 !at ral and mechanical systems are designed to serve similar p rposes.
'rades 75* 1.1 Appropriate materials for design tasks 9ased on specific properties and characteristics. 1.0 Appropriate tools sed to hold) lift) carry) fasten) and separate) and their safe and proper ses. 1.. "afe and proper se of tools and machines needed to constr ct a prototype.
,igh School 0.; "afe and proper se of common hand tools) power tools) and meas rement devices sed in constr ction.
0.1 "teps of the engineering design process. 0.0 >ethods of representing sol tions to a design pro9lem. 0.. #he p rpose of a prototype. 0.4 Appropriate materials) tools) and machines to constr ct a prototype. 0.; +esign feat res and cost limitations affect the constr ction of a prototype. 0.5 #he five elements of a niversal systems model.
Engineering Design
1.1 "teps of the engineering design process. 1.0 #he engineering design process is sed to solve pro9lems) advance society) and modify technologies) o9Eects) and processes. 1.. > ltiBview drawings and pictorial drawings are prod ced sing vario s techni( es. 1.4 "cale and proportion are applied to orthographic proEections and pictorial drawings. 1.; Plans) diagrams) and working drawings are sed in the constr ction of prototypes and models.
..1 Components of a comm nication system. ..0 Appropriate tools) machines) and electronic devices sed to prod ce and$or reprod ce design sol tions. ... Comm nication technologies and systems. ..4 8ow sym9ols and icons are sed to comm nicate a message.
5.1 'nformation travels thro gh vario s media. 5.0 +ifferences 9etween digital and analog signalsC how comm nication devices employ digital and analog technologies. 5.. 8ow the vario s components and processes of a comm nication system f nction. 5.4 Applications of laser and fi9er optic technologies. 5.; Application of electromagnetic signals in fi9er optic technologies) incl ding critical angle and total internal reflection.
Communication
engineeringBio2
4.1 >an fact ring systems of c stom and mass prod ction. 4.0 'mpacts of interchangea9le parts) components of massBprod ced prod cts) and the se of a tomation. 4.. >an fact ring organization. 4.4 2asic processes in man fact ring systems. ;.1 Parts of a str ct re. ;.0 #hree maEor types of 9ridges and their appropriate ses. ;.. #he forces of tension) compression) torsion) 9ending) and shear affect the performance of 9ridges. ;.4 %ffects of load and str ct ral shape on 9ridges. 5.1 #ransportation systems and devices that operate on or in land) air) water) and space. 5.0 Possi9le sol tions to transportation pro9lems) sing the niversal systems model. 5.. #hree s 9systems of a transportation vehicle or device. 5.4 /ift) drag) friction) thr st) and gravity in a vehicle or device. &.1 Adaptive and assistive devices. &.0 Adaptive and assistive 9ioengineered prod cts.
Manufacturing
&.1 >an fact ring processes &.0 Criteria necessary to select safe tools and proced res for the man fact ring process. &.. Advantages of sing ro9otics in the a tomation of man fact ring processes.
Transportation
Construction
0.1 %ngineering properties of materials sed in str ct res. 0.0 +ifferences 9etween tension) compression) shear) and torsion) and how they relate to the selection of materials in str ct res. 0.. 2erno llis principle and its effect on str ct res. 0.4 =es ltant force1s3 for a com9ination of live and dead loads. 0.5 #he p rposes of zoning laws and 9 ilding codes in the design and se of str ct res.
..1 +ifferences 9etween open and closed fl id systems. ..0 8ydra lic and pne matic systems and how each relates to man fact ring and transportation systems. ... #he a9ility of a hydra lic system to m ltiply distance) m ltiply force) and effect directional change. ..4 #he velocity of a li( id moving in a pipe varies inversely with changes in the pipes crossBsectional area. ..; "o rces of resistance for water moving thro gh a pipe.
Fluid Systems
Broad Topic Electrical Systems Thermal Systems
Content of Each <earning Standard (re)5! 'rades +56 'rades 75* ,igh School 4.1 +ifferences among cond ction) convection) and radiation in a thermal system. 4.0 Cond ction) convection) and radiation are considered in the selection of materials for 9 ildings and in the design of a heating system. 4.. %nvironmental conditions infl ence the design of 9 ildings. 4.4 Alternatives to nonrenewa9le energies. ;.1 >eas re and calc late voltage) c rrent) resistance) and power cons mption in series and parallel circ its. ;.0 Components of a circ it. ;.. =elationships among voltage) c rrent) and resistance in a simple circ it) sing Ohms law. ;.4 =esistance is affected 9y e*ternal factors. ;.; Alternating c rrent and direct c rrent.
Appendi' $$
Additional *earning Acti8ities for )rade Pre5 through )rade 9
#his appendi* presents s ggestions for additional activities to enhance the grades Pre7 thro gh 6 learning standards in %arth and "pace "cience) /ife "cience) and Physical "ciences. Activities printed in reg lar type are 'deas for +eveloping 'nvestigations and /earning %*periences. #hose in italics are Suggested E)tensions to =earning in Technology/Engineering and) at grades Pre7A0 and .A;) reference the related #echnology$%ngineering standards. #echnology$%ngineering standards for grades Pre7A0 can 9e fo nd on page 6;C for grades .A;) they can 9e fo nd on page 65. Earth and pace cience +rades !re232( "age 25 Standard H# Fse a hand lens to o9serve and descri9e the components and properties of a sample of soil 1e.g.) color) te*t re) presence or a9sence of cl mps3. %*tend the e*amination to moist topsoil. For grades 1A0) cond ct the e*periment a9ove with thoro ghly wet soil and sand. O9serve again after all of the samples dry over night. Standard H! *esign and build a sim"le 0ehicle system that uses an air9%illed( nonlate) balloon as an engine8 *istinguish between naturally occurring and human9made materials on the 0ehicle8 AT/E ?82( ?84B Sa%ety noteD +rades !re23? students should not be allowed to in%late balloons themsel0es8 Teacher demonstrationD 7old a stri" o% "a"er in 0arious "ositions around a %an to determine "atterns in air mo0ement8 AT/E ?8?( ?82B Standard H= =ecord the o tdoor temperat res in a s nny location and in a shady location. +isc ss the reason for the difference in temperat res. -rade 0< Cond ct the a9ove activity on a s nny day and then repeat on a clo dy day at the same times and locations. Standard H6 O9serve) record) and disc ss seasonal changes as they occ r. *esign and build a H.ube +oldbergI ty"e o% machine that works in a loo"( re"eating the "attern8 AT/E ?84( 28?B
Massachusetts Science and Technology/Engineering Curriculum Framework( October 2006
#!.
Earth and Space Science $cont%& +rades 435( "ages 2632J Standard H# O9serve and descri9e the differences 9etween ( artz and mica. ?ith a hand lens) e*amine a sample of coarse sand containing many kinds of grains. Also e*amine a collection of local rocks. O9serve that rocks s ally contain grains of many different minerals and that sand grains can 9e p re minerals 1e.g.) ( artz) mica3. "how e*amples of items made from minerals 1e.g.) Eewelry) al min m foil) cans) glass 9ottles3. #isit a glass %actory( or an aluminum or tin "roduction "lant8 AT/E ?8?( ?82B -rrange a 0isit with e)"erts who work with minerals Ae8g8( gemologistB8 AT/E ?8?( ?82B *iscuss how minerals are used in industry/technology Ae8g8( diamonds %or drillingB8 AT/E ?8?B Standard H! Ac( ire a collection of minerals that incl des 1a3 d plicates of the same mineral that are somewhat different in appearance 1size) shape) e*act color3 and 193 samples of minerals that look similar 9 t are act ally different. "ort as acc rately as possi9le. #est all samples sing three field tests< magnetism) streak) and hardness. "ort the minerals again if this new information changes prior concl sions a9o t which samples are identical. Fse a field g ide to identify the minerals that yo have descri9ed a9ove. Compare yo r list of physical properties with those given in the g ide. Standard H+ Appro*imate the role of heat in the formation of metamorphic rocks. Fse dry cereal) marshmallows) and chocolate chips to represent three different minerals. "t dy and record the properties of each Jmineral.K Com9ine and 9ake. "t dy properties of the JrocksK and new JmineralsK formed 9y heat. Contrast to pree*isting Jminerals.K Appro*imate the role of press re in the formation of metamorphic rocks. "nap wooden toothpicks in half) leaving them connected. >ake similar piles of these Jmineral grainsK side 9y side on a tray. Place large 9ooks on top of one pile and press. O9serve differences in the JrocksK 9ro ght a9o t 9y press re. %*plain how the toothpick activity can also 9e sed to represent the role of press re in forming sedimentary rocks. !ow the ncompacted toothpicks represent fresh grains of sediment. 'll strate the growth of crystals 1important in forming 9oth igneo s and sedimentary rocks3. >ake concentrated sol tions of vario s salts. Allow them to evaporate slowly and o9serve the formation of crystals. Commonly sed salts incl de ta9le salt 1sodi m chloride3) al m) and %psom salt. #isit a %acility that utili es rocks and minerals in construction materials8 AT/E ?8?( ?82B Standard H= %ngage in composting 1worm farms3. Construct a mini9land%ill8 1nearth and obser0e decom"osition o% buried waste Ae8g8( %ood( "a"er( "lastic( metalB8 AT/E 28?( 282( 284B Standard H6 Prepare different soil mi*es sing commercial potting soil) worm compost) and sand. Compare growth of plants in the different mi*es. Fill clear Ears half f ll with soil samples) then fill with water) shake) let settle) and o9serve the layers. Standard H.
#!*
?atch national$international weather 9roadcasts. +isc ss the relationships among precipitation) temperat re) and location on the glo9e. Earth and Space Science $cont%& +rades 435( "ages 2632J Acont8B
Standard H* Create weather maps) sing 9asic sym9ols showing weather patterns) precipitation) etc. Ask st dents to present their own weather reports to the class. -rade .< ?atch local weather reports on television and in the newspaper. -rades 4A;< Attempt to forecast the weather for the ne*t day and e*plain reasons for the forecast. Standard H#" +emonstrate in the classroom evaporation) condensation) and precipitation. "how on a diagram of the water cycle the effects of regional weather events) s ch as heavy rainstorms) heavy winter snow totals) and dro ghts. 8ave st dents 9rainstorm and act o t the water cycle 1see 'ncredi9le @o rney$ProEect ?%# in J"elected ?e9sites for "cience and #echnology$%ngineering %d cation)K page 1;. of this Framework3. Place white flowers 1e.g.) carnation) rose3 in a vase that contains water with food coloring added. O9serve the change in flower color and relate o9servations to the ptake of poll tion 9y plants. Create a sim"le "resentation showing the water cycle8 AT/E 282B Standard H#! Visit local sites that show e*amples of the earth changing d e to slow processes 1e.g.) schoolyard) coastline) erosion at ?alden Pond3 and rapid processes 1e.g.) localized erosion at !a set 2each after a large storm3. +oc ment the changes sing newspaper photographs. Visit local sites that show the effects of glacial advance or retreat on the landscape 1e.g.) dr mlins) kettle ponds3. O9serve the effect of winter weathering on roads. *iscuss the scales used to measure earth e0ents Ae8g8( the .ichter ScaleB8 AT/E 282B Com"are a bea0er dam with a human9made dam8 :hat e%%ects on the en0ironment does each ha0eK AT/E 28CB Standard H#= Create a model o% the solar system and( using a %lashlight( demonstrate the e%%ects o% Earth;s rotation and re0olution8 AT/E 282( 284B Standard H#6 +emonstrate the vario s phases of the moon sing a model 1light so rce and sphere3. +rades 636( "ages 42344 Standard H# O9tain a topographic relief map and a corresponding paper conto r map of a coastal area 1prefera9ly in >assach setts3. Fse 9oth maps to demonstrate the changes in the coastline that wo ld occ r if the sea level were to rise 9y vario s amo nts. Fse topographic maps to e*plain an environmental pro9lem) its location) its ca se) and a proposed sol tion. Constr ct a clinometer. 'f s ita9le terrain is availa9le) se a clinometer to determine the height of geologic feat res) the slope of s rface feat res) and the slope of layers of strata. " 9stit te heights of architect ral feat res and slopes of ramps if necessary. From a conto r map) 9 ild a model that shows the physical feat res of a selected area and the locations of wildlife$plants.
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Fse maps from different time periods to o9serve changes in landscape. Earth and Space Science $cont%& +rades 636( "ages 42344 Acont8B
Standard H+ Fsing a thermometer) compare levels of heat a9sorption for white and 9lack cans. 'nvestigate heat transfer 9y placing plastic) metal) and wooden spoons in hot water and determining how ( ickly they heat p 1cond ction3. 'nvestigate heat transfer %rom a room 9y adding ;: ml of cold water to a c p or 9eaker. "tir it and record its temperat re changes every few min tes over a tenB min te period. 'nvestigate heat transfer to a room 9y adding ;: ml of warm water to a c p or 9eaker. "tir and record temperat re changes every few min tes over a tenBmin te period. Standard H7 /ook at maps and photos to o9serve coastal changes. Standard H. "t dy the local landscape and) if possi9le) an n9 ilt terrain 1e.g.) a state park3 for signs of glaciation 1e.g.) eskers) dr mlins) kettle holes3. +isc ss whether any of these feat res give evidence as to which way the glacier that formed them was moving. Standard H* %*plain how a clinometer ses gravity to find the center of the earth) and p ts that knowledge to se. %*plain how part of this f nction co ld 9e carried o t sing a spirit level. Standard H4 >odel solar and l nar eclipses sing a dim 9 l9 and two 9alls. 'f possi9le) p t o t tide stakes covered in chalk to o9serve and meas re the height of the tide. O9serve changes over time and correlate to the phases of the moon. Standard H#" >odel day and night sing a dim 9 l9 and a 9all. Fse 9inoc lars and telescopes to o9serve planets and the moon. %stimate the diameter of the largest and smallest craters yo o9serve on the moon. %*plain what yo meas red and how yo calc lated yo r answer. O9serve >ars) Ven s) and @ piter. Compare their o9served color and 9rightness. +id yo o9serve any moons accompanying any of these planetsN %*plain why or why not. =ecord the location of the moon) >ars) Ven s) and @ piter relative to a near9y 9right star. =epeat after a9o t one week and one month. %*plain the changes. (ife cience @Bio#o&$B +rades !re232( "ages CC3C5 Standard H# Fsing string) mark o t a circle of a9o t two meters in diameter in the schoolyard or a near9y park. 8ave st dents s rvey the 9iodiversity of the circle. Do nger st dents can look for leaves of different shapes and older st dents can find o t how many different types of plants and animals are fo nd in the circle. Ask how the living things in the circle might 9e different in different seasons) then test predictions 9y going o t to see.
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*esign and build se0eral cardboard bo)es( each o% which has a small round o"ening at a di%%erent location on the bo)8 Co0er newly germinating seeds with the 0arious bo)es and obser0e how the stems grow toward the light that comes through the o"enings8 AT/E 284B <ife Science $Biology& $cont%& +rades !re232( "ages CC3C5 Acont8B
Standard H# 1cont.3 <uild a terrarium containing "lants and small animals Ae8g8( earthworms( other soil organisms( insectsB8 *iscuss the needs o% li0ing things and let the students "artici"ate in maintenance o% the terrarium8 AT/E ?8?( ?82( ?84B Standard H! %*amine a variety of nonliving and living things. +escri9e differences among them. "ort and s 9Bsort pict res of living things into gro ps 9ased on characteristics that yo can see. Standard H+ O9serve the changes in physical characteristics d ring the life cycle of a chick. !ote< it is important to provide ade( ate inc 9ation e( ipment) space) and ho sing facilities for the chicks. Com"are a bicycle wheel and other cycles in machinery8 AT/E 282B Standard H7 E)amine and com"are human9made ob,ects that are engineered to enhance the senses or to "rotect "arts o% bodies that are centers o% the senses Ae8g8( hearing aids( glo0es( glasses( ear "lugsB8 AT/E ?82( 282B Standard H. +isc ss animals that hi9ernate. "ome e*amples from >assach setts are the garden snail) 9o* t rtle) chipm nk) woodch ck) 9lack 9ear) and 9at. 'n the fall) collect samples of the food items 1seeds) n ts) grains3 that a local chipm nk wo ld store to eat while hi9ernating. 7eep in a dry place over the winter. !otice that these foods do not spoil. !otice that they cannot 9e fo nd o tdoors in the winter. +isc ss the high n tritional val e of these foods for animals. +isc ss how animals f r changes to prepare for winter and compare with what h mans do to prepare for winter. Compare winter adaptations of wild mammals native to the area 1e.g.) s( irrels) woodch cks) mice) raccoon) deer) 9ats) coyotes3. +isc ss what happens to leaves that fall in the woods each year 1decomposition3. E)"lore ob,ects and technologies used to make human li%e com%ortable during the %our seasons and bring e)am"les or "ictures o% e)am"les %rom home Ae8g8( air conditioner( %an( winter coat( wool hatB8 AT/E ?8?( 28?B Standard H* O9serve and disc ss animals in their nat ral ha9itats. O9serve and record the names of plants and animals in yo r neigh9orhood or on a field trip) then prepare a field g ide that descri9es these animals. Choose an animal and provide st dents with a list of its ha9itat needs. Allow the st dents to imagine that they are that animal. Can they find what they need to s rvive 1i.e.) food) water) shelter$space3N E)"lain how tools o% technology such as glue( scissors( ta"e( ruler( "a"er( tooth"icks( straws( s"ools( and other mechanical %asteners can be used to make or build animal habitats8 AT/E ?82( ?84B
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1sing "encil and "a"er or gra"h "a"er as tools( sketch a drawing o% the %ront 0iew o% an animal habitat made by humans8 AT/E ?84B
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<ife Science $Biology& $cont%& +rades 435( "ages C63CJ Standard H! O9serve the crossBsections of vario s trees. +etermine the age of each tree) and relate the variation in distance 9etween the circles of the crossBsection to the variation in climate from year to year. Com"are the "hysical "ro"erties o% hard and so%t woods Adensity( hardness( knotsB and relate those "ro"erties to the use o% each ty"e o% wood in construction8 AT/E ?8?B 1se magni%ying glasses and/or microsco"es to obser0e "lant structures8 AT/E ?82B Standard H+ Follow the complete life cycle of a metamorphic organism s ch as a frog or a moth. +raw pict res of the organism at vario s stages of development. %*plore thro gh pict res or videos the life cycle of a nonmetamorphic animal. Standard H6 "ort pict res of fish of the same species) noticing which traits vary 1e.g.) color pattern) size3 and which do not 1e.g.) shape) n m9er of fins3. Standard H7 2 ild a h man skeleton sing fo nd or recycled materials. Compare heads) 9odies) and tails of different types of fish. %*plain how these adaptations help each type of fish s rvive. Standard H. +isc ss the challenges of living in a coastal environment. ?hat are the environmental stresses facing plants and animals) and how do they adaptN Standard H4 O9serve the a9ility of a s nflower or t lip to sense light intensity. O9serve plants responses to stresses in their environment 1e.g.) changes in salinity levels or flooding in the salt marsh3. Standard H## Compare a coastal food chain to an inland food chain. +rades 636( "ages 5?354 Standard H#! +isc ss possi9le reasons for the e*tinction of dinosa rs 1" dden change in climateN +ro ghtN Catastrophic geological eventsN3. Standard H#+ +isc ss the dispersal of pollen 9y 9ees and other insects and how it ena9les the reprod ction and propagation of plants. 'nvestigate the interactions of organisms in a local environment. 'n a wooded area) o9serve the ecosystem contained in the leaf litter and disc ss how it s stains the larger ecosystem of the forest. Standard H#6 O9serve and doc ment the effects of decay on materials 1e.g.) fr its3 left to rot. %sta9lish a compost 9in. Analyze the decay of the contents and the grad al appearance of vario s organisms over time. 'nvestigate wetland soil. +isc ss how organic material is 9roken down more slowly in anaero9ic conditions.
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<ife Science $Biology& $cont%& +rades 636( "ages 5?354 Acont8B Standard H#. =esearch nat ral and h manBca sed changes in some of the largeBscale ecosystems 19iomes3 on earth. Fse comp ter sim lations to model the growth of plants on a plot of land) or a sand d ne) or after a volcanic er ption. =eview the data 1on we9sites3 gathered 9y scientists who are cond cting longBterm ecological research. 8ow are they monitoring rising sea levelsN O9serve seasonal movement of 9arrier 9eaches. Compare Eettied and nonBEettied 9eaches. 'nvestigate the effects of a tidal restriction on a salt marsh. Compare ecosystems with low and high 9iodiversity 1e.g.) salt marsh has low 9iodiversity) rainforest has high 9iodiversity3. +isc ss the timeframes in which species have adapted to their environment. "h$sica# ciences +rades !re232( "age 64 Standard H# +rou" a 0ariety o% ob,ects according to the characteristics that they share Ae8g8( height( sha"e( hardnessB8 AT/E ?8?B Mystery Tactile <o)@ 20 /uestions about the ob,ects in the bo)8 AT/E ?8?B Standard H! Choose si* small transparent closed containers. 'n each of three) p t a different small solid o9Eect 1e.g.) mar9le) screw) eraser3. Partly fill each of the three remaining containers with a different li( id 1e.g.) water) oil) honey3. Close all si* containers and shake them. !ote that all the solids share a property of definite shape) while li( ids do not maintain their shape. O9serve water as it changes from a solid 1ice3 to a li( id 1water3. 1sing a "iece o% "a"er( design a container that can be %illed with water8 E)"lore how many times the container can be %illed with water be%ore it %alls a"art8 *iscuss why some designs may be more e%%ecti0e than others8 AT/E ?8?( ?82B Standard H+ Fse solid o9Eects s ch as a 9all) a c 9e) and a cone. First try to roll each o9Eect on a hard smooth level s rface. O9serve and descri9e its motion and the path it takes. !e*t) tilt the s rface) place each o9Eect on it at the center and release the o9Eect. O9serve and descri9e its motion and the path it takes. =epeat sing vario s s rfaces 1e.g.) ro gh) soft3. *esign a sim"le structure that will roll Ae8g8( cylinderB using sim"le classroom tools and materials Ae8g8( construction "a"er( glue( "aste( scissors( ta"e( strawsB8 Change the design so that the structure will roll in a di%%erent direction8 AT/E ?84( 28?B Standard H= >eas re the distance that o9Eects move on a hard) smooth s rface after 9eing p shed or p lled with different force. =epeat sing vario s s rfaces 1e.g.) ro gh) soft3. >anip late vario s o9Eects. O9serve the different methods 1forces3 that yo can se to make o9Eects move. 'ncl de p shing with a stick) p lling with a string) and p shing 9y 9lowing on a light o9Eect.
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(hysical Sciences $cont%& +rades !re232( "age 64 Acont8B Standard H6 2alance a large 9lock of wood on a smaller one 1f lcr m3. O9serve that adding some weight to one end of the large 9lock will n9alance it. Find ways to keep it 9alanced 9y sing two weights) one on each side of the f lcr m. +rades 435( "ages 6C366 Standard H# Fsing a variety of o9Eects) identify at least the main material the o9Eect is made of 1e.g.) wood) metal) paper) pottery$ceramic) plastic) glass3. +isc ss the f nction of the o9Eect and its parts. +isc ss how the properties of the material1s3 sed are s ited to the f nction of the overall o9Eect or some part of it. *iscuss the di%%erent materials that se0eral common ob,ects are made o%( and the reasons that those s"eci%ic materials may ha0e been used8 AT/E ?8?B Standard H7 *esign and build a sim"le game using sim"le circuits8 AT/E ?82( 282B Standard H* *esign and construct a sim"le game or toy A"rototy"eB that works because o% electromagnets8 AT/E ?8?( ?82( 282( 284B Standard H4 Provide sealed field detectors 1iron filings confined 9etween sheets of plastic or iron filings sealed in oil3. Fse to show and draw magnetic fields in two and three dimensions. Standard H#! *esign and build a "erisco"e %rom cardboard and mirrors8 AT/E ?8?( ?82( 284B *esign and build a "inhole camera8 Test the e%%ects o% light on light sensiti0e "a"er8 AT/E ?82( 284B +rades 636( "ages 6L366 Standard H+ Fse meas rements of weight and vol me to find o t if several solid metal o9Eects are made of the same metal or different metals. %*plain why some of yo r concl sions may 9e more definite than others. -ive reasons 9ased on acc racy of meas rements and on the physical properties of metals) where applica9le. Standard H= Carry o t a chemical reaction. +etermine the masses of all reactants and all prod cts. +isc ss whether res lts s pport the conservation of mass) taking into acco nt the sensitivity and acc racy of meas ring e( ipment sed.
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Appendi' $$$
6istorical and !ocial Conte't for !cience and Technology"#ngineering4 Topics for !tudy
#he following list of st dy topics is s ggested for science and technology$engineering teachers who) together with their colleag es in social st dies) history) economics) and other areas of st dy) may want to help st dents 9etter nderstand the historical and social dimensions of science and technology$engineering. "t dy of these topics helps nderline the e*tent to which scientific de9ate and technological change play a vital role in o r local) regional) national) and international comm nities. 'nterested teachers sho ld ens re that these topics are ta ght at appropriate grade levels and linked to content learning standards. #he lists incl de s ggestions for st dy only) and are not intended to 9e e*ha stive in their scope. -% The history of science %arly and different attempts to nderstand the nat ral world "cience and technology in the ancient world 1e.g.) China) -reece3 #he fo ndations for modern science in the 1&th and 16th cent ries #he development of modern science in the 1,th and 0:th cent ries 7ey fig res) discoveries) and inventions 1American and others3 d ring the past fo r cent ries >aEor theories that changed h mans view of their place in the world 1e.g.) the Copernican revol tion and +arwins #heory of %vol tion3 "ocial) religio s) and economic conditions that s pported or inhi9ited the development of science) technology) and$or engineering in vario s co ntries over the cent ries --% The nature of science "o rces of the motivation to nderstand the nat ral world 2asis in rational in( iry of o9serva9le or hypothesized entities +evelopment of theories to g ide scientific e*ploration >aEor changes in scientific knowledge that stem from new discoveries) new evidence) or 9etter theories that acco nt for anomalies or discrepancies !eed to test theories) elimination of alternative e*planations of a phenomenon) and m ltiple replications of res lts #entativeness of scientific knowledge $#heories are the 9est we know from the availa9le evidence ntil contradictory evidence is fo nd.3 ---% Benefits of science and technology/engineering >aEor advances in standards of living in the 1,th and 0:th cent ries 1e.g.) comm nications) transportation3 Contin o s progress in personal and p 9lic health) res lting in increasing longevity 7ey discoveries and inventions and their 9eneficial ses 1e.g.) radi m and the PBray3
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-I% 8nintended negative effects from uses of science and technology/engineering 8ow government) ind stry) and$or individ als may 9e responsi9le for negative effects 1disc ss e*amples here in >assach setts) the Fnited "tates) and a9road3 +amage to the environment or ecosystems in this co ntry and elsewhere 1e.g.) from pesticides) clearc tting) d mping of to*ic wastes) overfishing) ind strial reliance on soft coal for energy3 "ome so rces of damage or poll tion 1e.g.) h man ignorance) over se or a9 se of nat ral reso rces3 Fnanticipated ethical dilemmas 1e.g.) genetic cloning) contraceptives3 I% ,ow science and technology address negative effects from uses of science and technology/engineering %*amples of prod cts and systems that address negative effects 1e.g.) a tomo9ile emission control devices) ceramics in car glass) 9iodegrada9le plastic3 Costs and 9enefits of government reg lations 8ow to 9alance riskBtaking and creative entreprene rial or academic activity with social) personal) and ethical concerns
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Appendi' $V
!afety Practices and *egal :e%uirements
"afe practices are integral to teaching and learning of science and technology$engineering at all levels. 't is the responsi9ility of each district to provide safety information and training to teachers and st dents) and the responsi9ility of each teacher to nderstand and implement safe la9oratory practices. #his section provides a description of the la9 safety practices that are re( ired 9y law) as well as reso rces that provide advice on general safety practices. (e&a##$ Re+uired afet$ "ractices Safety 'oggles ?earing protective goggles in school la9oratories is re( ired 9y >assach setts law. >assach setts -./. Chapter &1) ;;C reads as follows<
Each teacher and pupi! of any schoo!% pub!ic or pri/ate% sha!!% *hi!e attending schoo! c!asses in industria! art or /ocationa! shops or !aboratories in *hich caustic or e6p!osi/e che,ica!s% hot !i:uids or so!ids% hot ,o!ten ,eta!s% or e6p!osi/es are used or in *hich *e!ding of any type% repair or ser/icing of /ehic!es% heat treat,ent or te,pering of ,eta!s% or the ,i!!ing% sa*ing% sta,ping or cutting of so!id ,ateria!s% or any si,i!ar dangerous process is taught% e6posure to *hich ,ay be a source of danger to the eyes% *ear an industria! :ua!ity eye protecti/e de/ice% appro/ed by the depart,ent of pub!ic safety+ Each /isitor to any such c!assroo, or !aboratory sha!! a!so be re:uired to *ear such protecti/e de/ice+
#h s) all individ als in the la9 are re( ired to wear goggles if they are sing any of the materials or proced res listed in the stat te. 't is critically important for teachers to make st dents aware of the hazards of working with chemicals and open flame in the la9oratory and other settings) and to 9e s re they wear goggles to protect their eyes. 1?earing protective goggles is also an O"8A standard A 1,1:.1...3 Treatment of Animals Animals sho ld 9e treated with care and dissection sho ld 9e confined to the classroom and ndertaken for academic p rposes. >assach setts -./. Chapter 0&0) 6:- states<
?o schoo! principa!% ad,inistrator or teacher sha!! a!!o* any !i/e /ertebrate to be used in any e!e,entary or high schoo! under state contro! or supported *ho!!y or part!y by pub!ic ,oney of the state as part of a scientific e6peri,ent or for any other purpose in *hich said /ertebrates are e6peri,enta!!y ,edicated or drugged in a ,anner to cause painfu! reactions or to induce painfu! or !etha! patho!ogica! conditions% or in *hich said /ertebrates are inAured through any other type of treat,ent% e6peri,ent or procedure inc!uding but not !i,ited to anesthetiBation or e!ectric shoc9% or *here the nor,a! hea!th of said ani,a! is interfered *ith or *here pain or distress is caused+ ?o person sha!!% in the presence of a pupi! in any e!e,entary or high schoo! under state contro! or supported *ho!!y or part!y by pub!ic ,oney of the state% practice /i/isection% or e6hibit a /i/isected ani,a!+ .issection of dead ani,a!s or any portions
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thereof in such schoo!s sha!! be confined to the c!ass roo, and to the presence of pupi!s engaged in the study to be pro,oted thereby% and sha!! in no case be for the purpose of e6hibition+ 5i/e ani,a!s used as c!ass pets or for purposes not prohibited in paragraphs one and t*o hereof in such schoo!s sha!! be housed or cared for in a safe and hu,ane ,anner+ aid ani,a!s sha!! not re,ain in schoo! o/er periods *hen such schoo!s are not in session% un!ess ade:uate care is pro/ided at a!! ti,es+ -he pro/isions of the preceding three paragraphs sha!! a!so app!y to any acti/ity associated *ith or sponsored by the schoo!+ 4hoe/er /io!ates the pro/isions of this section sha!! be punished by a fine of not ,ore than one hundred do!!ars+
For f rther disc ssion on the 2oard of %d cations policy on the dissection of animals) please cons lt Appendi* V. Migratory Birds 'ndivid als are not allowed to ac( ire live or dead migratory 9irds) nests) or eggs) or to se them as la9 animals. Fnder federal law) 15 F.".C. &:. 1a3 states<
C7Dt sha!! be un!a*fu! at any ti,e% by any ,eans or in any ,anner% to pursue% hunt% ta9e% capture% 9i!!% atte,pt to ta9e% capture% or 9i!!% possess% offer for sa!e% se!!% offer to barter% barter% offer to purchase% purchase% de!i/er for ship,ent% ship% e6port% i,port% cause to be shipped% e6ported% or i,ported% de!i/er for transportation% transport or cause to be transported% carry or cause to be carried% or recei/e for ship,ent% transportation% carriage% or e6port% any ,igratory bird% any part% nest% or eggs of any such bird% or any product% *hether or not ,anufactured% *hich consists% or is co,posed in *ho!e or part% of any such bird or any part% nest% or egg thereof% inc!uded in the ter,s of the con/entions bet*een the Enited tates and Freat Britain for the protection of ,igratory birds conc!uded &ugust 16% 1@16 ("@ tat+ 1(02)
#h s) it is illegal to ac( ire any migratory 9ird) whether alive or dead) or their eggs or nests) for any p rpose) incl ding for se within a classroom or la9. Mercury "chools are not to have merc ry) incl ding e( ipment or materials containing merc ry) on the premises 1with limited e*ceptions3) and any merc ryBadded prod cts m st 9e disposed of appropriately. >assach setts -./.) Chapter 018) 5- 1as amended 9y Chapter 1,: of the Acts of 0::5) effective Octo9er 1) 0::53 states<
?o schoo! in the co,,on*ea!th sha!! purchase for use in a pri,ary or secondary c!assroo, e!e,enta! ,ercury% ,ercury co,pounds or ,ercury)added instructiona! e:uip,ent and ,ateria!s% e6cept ,easuring de/ices and ther,o,eters for *hich no ade:uate non,ercury substitute e6ists that are used in schoo! !aboratories+ -his section sha!! not app!y to the sa!e of ,ercury)added !a,ps or those products *hose on!y ,ercury)added co,ponent is a ,ercury)added !a,p or !a,ps+
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>assach setts -./.) Chapter 018) 5' 1as amended 9y Chapter 1,: of the Acts of 0::5) effective >ay 1) 0::63 states<
(a) ?o person% househo!d% business% schoo!% hea!thcare faci!ity or state or ,unicipa! go/ern,ent sha!! 9no*ing!y dispose of a ,ercury)added product in any ,anner other than by recyc!ing% disposing as haBardous *aste or using a ,ethod appro/ed by the depart,ent Cof en/iron,enta! protectionD+
?3ight to )now@ 'ndivid als who work with hazardo s chemicals have a Jright to knowK the dangers and nat re of these chemicals. >assach setts -./.) Chapter 111F) & 1a3 states<
E6cept as other*ise pro/ided by this section% an e,p!oyer sha!! !abe! *ith the che,ica! na,e each container in his or her *or9p!ace containing a to6ic or haBardous substance+ aid !abe! sha!! a!so contain the proper ?8P& C?ationa! 8ire Protection &ssociationD 0ode app!icab!e to any contents of the container for *hich an ?8P& 0ode has been pub!ished in ?8P& '@% HaBardous 0he,ica! .ata% but on!y in those instances *here the container contains ,ore than fi/e ga!!ons or thirty pounds of ,ateria!s to *hich the ?8P& 0ode is app!icab!e+
#h s) la9 managers m st make s re that all posters) la9els) material safety data sheets) etc.) descri9ing and e*plaining the dangers of hazardo s chemicals are clearly displayed and c rrent. E/amp#e of afet$ 0uide#ines "cience staff sho ld actively work to set safety policies) e*pectations) and classroom practices for their school and district. %*ample safety g idelines for the science classroom are incl ded on the following pages to facilitate staff disc ssion. #his e*ample is e*cerpted from Science and Sa%etyD &t;s Elementary 1Co ncil of "tate "cience " pervisors3) fo nd at http<$$www.csssBscience.org$safety.shtml. #his is not necessarily a definitive list) nor does this constit te a definitive safety policy. #his e*cerpt is incl ded as an e*ample for disc ssion and ill stration.
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E1cerpt from !cience and !afety4 $ts #lementary $Council of State Science Supervisors&
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E1cerpt from !cience and !afety4 $ts #lementary $Council of State Science Supervisors&
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)dditiona# Resources #& 'eneral Safety Advice "everal we9sites provide lists of general safety g idelines. ?hile these practices are commonly accepted) they are not officially endorsed 9y the >assach setts +epartment of %d cation<

#he Co ncil of "tate "cience " pervisors safety we9site) http<$$www.csssB science.org$safety.shtml "argentB?elch( www.sargentwelch.com$html$pdfs$"cienceand"afety.pdf Flinn "cientific) www.flinnsci.com /a9oratory "afety 'nstit te) www.la9safety.org !ational 'nstit tes of 8ealth 1!'83) www.nih.gov$od$ors$ds$inde*.html F.". +epartment of /a9or< Occ pational "afety ] 8ealth Administration 1O"8A3) www.osha.gov
!& AS,A 3egulations #he F." +epartment of /a9or) Occ pational "afety ] 8ealth Administration 1O"8A3 has iss ed reg lations for la9oratory safety in the workplace that wo ld 9e highly recommended for schools. #he relevant O"8A reg lations incl de the following 1reg lation n m9ers appear in parentheses3<
/imiting the e*pos re to hazardo s chemicals 11,1:.14;:3 1http<$$www.osha.gov$pls$oshawe9$owadisp.showMdoc mentN pMta9leO"#A!+A=+"]pMidO1:1:53 o /a9 managers sho ld have a chemical hygiene plan) ens re that the proper protective gear is sed) provide training for those working in the la9) etc. /imiting the e*pos re to 9loodB9orne pathogens 11,1:.1:.:3 1http<$$www.osha.gov$pls$oshawe9$owadisp.showMdoc mentN pMta9leO"#A!+A=+"]pMidO1::;13 o /a9 managers sho ld have an %*pos re Control Plan) provide hand washing facilitiesC ens re that la9 workers wash hands right after the removal of glovesC dispose of contaminated needles and other sharp instr ments in p nct reBproof) nonBleak containersC prohi9it the application of cosmetics) changing of contact lenses and other s ch practices in the la9C provide proper protective eye) hand) and face protecting e( ipment) etc Providing information a9o t the hazardo s chemicals in se in the la9 11,1:.10::3 1http<$$www.osha.gov$pls$oshawe9$owadisp.showMdoc mentN pMta9leO"#A!+A=+"]pMidO1::,,3 o 1,1:.10:: 193 113< All employers Rm stS provide information to their employees a9o t the hazardo s chemicals to which they are e*posed) 9y means of a hazard comm nication program) la9els and other forms of warning) material safety data sheets) and information and training. Fsing hand protection when handling potentially dangero s s 9stances 11,1:.1.63 1http<$$www.osha.gov$pls$oshawe9$owadisp.showMdoc mentN pMta9leO"#A!+A=+"]pMidO,&663 o 1,1:.1.6 1a3< %mployers shall select and re( ire employees to se appropriate hand protection when employeesZ hands are e*posed to hazards s ch as those from skin a9sorption of harmf l s 9stancesC severe c ts or lacerationsC severe a9rasionsC p nct resC chemical 9 rnsC thermal 9 rnsC and harmf l temperat re e*tremes.
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1,1:.1.6 193< %mployers shall 9ase the selection of the appropriate hand protection on an eval ation of the performance characteristics of the hand protection relative to the task1s3 to 9e performed) conditions present) d ration of se) and the hazards and potential hazards identified.
+& Safe ,andling of Animals in 'eneral
'nstit te for /a9oratory Animal =esearch 1'/A=3< !rinci"les and +uidelines %or the 1se o% -nimals in !recollege Education) http<$$dels.nas.ed $ilarMn$ilarhome$PrinciplesMandM- idelines.pdf >idBContinent Association for Agric lt re) 2iomedical =esearch and %d cation 1>AA2=%3) *o;s and *on;ts o% 1sing -nimals in the Classroom) http<$$www.maa9re.org$animalsMclassroom.htm
=& Bird Carcasses #eachers sho ld not take 9ird carcasses fo nd in the environment and se them for la9 work. #his practice spreads 9irdB9orne diseases. For more information) check the following we9sites<

#he >assach setts +epartment of P 9lic 8ealths we9site) http<$$www.mass.gov$dph$cdc$epii$fl $avianMfl Mfa(.pdf #he Centers for +isease Control we9site) http<$$www.cdc.gov$healthypets$animals$9irds.htm
6& Safety Contract E1amples

www.flinnsci.com$+oc ments$miscP+Fs$"afetyMContract.pdf www.la9safety.org$pdf$"t dentM"afetyMContract.pdf s n.menloschool.org$^t9 *ton$chem9io$safety.html
7& Safe ,andling of Chemicals
>assach setts +epartment of %nvironmental Protection 1+%P3) Massachusetts School Chemical Management !rogram Manual) http<$$www.mass.gov$dep$service$schlchem.pdf >assach setts +epartment of /a9or) +ivision of Occ pational "afety) School =aboratory Sa%ety %or Teachers and =aboratory Su"er0isors) http<$$www.mass.gov$dos$ia(docs$ia(B4:..htm American Chemical "ociety) Sa%ety %or &ntroductory Chemistry Students( http<$$mem9ership.acs.org$c$ccs$p 9s$safetyMforMintrMchem.pdf
For more information on the dangers of merc ry) see >assach setts +epartment of %nvironmental Protection 1+%P3) Munici"al Collections o% Mercury) http<$$www.cetonline.org$Farm2 siness$m nicipalMcollectionsMofMmerc ry.htmQsch ool
#=6
.& <ate1 Balloons /ate* 9alloons are a choking hazard for small children) and st dents of any age may have an allergic reaction to late*. For more information) check the following we9sites<

#he American Academy of Family Physicians) http<$$www.aafp.org$afp$,6:1:1ap$reddy.html #he 8ealth and "afety %*ec tive site) http<$$www.hse.gov. k$late*$a9o t.htm American /ate* Allergy Association) http<$$www.late*allergyreso rces.org$=eso rce>an al$section;$9alloonsM9 stedB Esonline.cfm #he 2alloon Co ncils we9site) http<$$www.9alloonh(.com$2alloonCo ncil$facts.html
#=7
Appendi' V
(issection and (issection Alternati8es in !cience Courses4 Policies and :esources for ;assachusetts Public !chools
Introduction #his - idance +oc ment 1approved 9y the 2oard of %d cation) Octo9er 0::;3 is designed to assist district and school personnel in implementing the 2oard of %d cations policy regarding dissection and dissection alternatives in science co rses. #his doc ment also provides a variety of alternative reso rces to act al dissection. tate "o#ic$ #he 2oard of %d cation approved policy on dissection and dissection alternatives states< All pu lic schools that offer dissection as a learning activity should0 upon written re/uest y a student9s parent or guardian0 permit a student who chooses not to participate in dissection to demonstrate competency through an alternative method% 2iology teachers consider dissection to 9e an important ed cational tool. 2 t dissection sho ld 9e sed with care. ?hen animal dissection is considered) teachers sho ld recognize that there are other e*periences 1e.g.) comp ter programs3 for st dents who choose not to participate in act al dissections. F rther) as descri9ed in >assach setts -./. Chapter 0&0) 6:-) and in Appendi* 'V) dissection sho ld 9e confined to the classroom< J+issection of dead animals or any portions thereof in . . . schools shall 9e confined to the classroom and to the presence of p pils engaged in the st dy to 9e promoted there9y and shall in no case 9e for the p rpose of e*hi9ition.K #his law covers treatment of animals in school settings 1not E st dissection3. Please refer to Appendi* 'V for f rther information concerning the treatment of animals and dissection in the classroom. Recommendations for choo# and Districts H#E Schools should e responsi le a out oth the use of live animals and dissection of dead animals in the classroom% "chools and school districts sho ld ens re that animals are properly cared for and treated h manely) responsi9ly) and ethically. #he !ational "cience #eachers Associations recommendations on how to incl de live animals and dissection of dead animals in the classroom can 9e fo nd at http<$$www.nsta.org$positionstatement]psidO44]printOy.
#=.
H!E Schools should develop clear policies on dissection and dissection alternative activities% "chools and school districts sho ld esta9lish a written policy on co rses that incl de animal dissection. #he school policy sho ld state that options are availa9le for st dents who o9Eect to dissection activities and that) pon written re( est 9y a st dents parent or g ardian) the school will permit a st dent who o9Eects to dissection activities to demonstrate competency thro gh an alternative method. #he policy sho ld specify the alternatives to dissection that are availa9le to the st dent) and e*plain how a st dent may participate in an alternative to dissection pon written re( est of the st dents parent or g ardian. #he teacher 1or other school a thority3 sho ld specify in writing what is e*pected of the st dent participating in an alternative activity. Alternative activities sho ld allow st dents to gain the same content knowledge as a dissection activity and sho ld allow for a compara9le investment of time and effort 9y the st dent. "t dents participating in the alternative proEect sho ld 9e s 9Eect to the same co rse standards and e*aminations as other st dents in the co rse. #he schools policy on dissection and dissection alternatives sho ld 9e incl ded in the st dent hand9ook. #he school sho ld also provide a copy of the policy at the 9eginning of the school year to all teachers of science co rses that involve dissection. A sample school policy and sample form letter for parents$g ardians are incl ded at the end of this appendi*. H+E Schools should include information a out dissection in relevant course descriptions0 and should clearly specify dissection alternatives in that information% ?hen the school or school district p 9lishes descriptions of the co rses that it offers in the life sciences) the description for each co rse sho ld specify whether dissection is part of the standard la9oratory e*perience in that co rse. #he co rse description sho ld also state that alternatives to dissection are availa9le for any st dent who o9Eects to dissection and whose parent or g ardian sends a written re( est to the school. Information and Resources #% 'uidance and position statements from various science organi:ations !ational "cience #eachers Association. !osition Statement on .es"onsible 1se o% =i0e -nimals and *issection in the Science Classroom. 0::;. http<$$www.nsta.org$positionstatement]psidO44]printOy. 'nstit te of /a9oratory Animal =eso rces) 'nstit te of >edicine) !ational =esearch Co ncil) !ational Academy of "ciences) !ational Academy of %ngineering. Principles and - idelines for the Fse of Animals in Precollege %d cation. 0::5. http<$$dels.nas.ed $ilarMn$ilarhome$PrinciplesMandM- idelines.pdf !ational Association of 2iology #eachers. !osition Statement on the 1se o% -nimals in <iology Education. 0::.. http<$$www.na9t.org$s 9$positionMstatements$animals.asp
#=*
!% 3esources on alternatives to dissection A n m9er of organizations will loan alternatives) s ch as C+B=O>s 1virt al dissections3) models) and videos to st dents and schools. #he following organizations have free lending li9raries and will help teachers find a s ita9le alternative to a dissection activity. 1!ote< Often a sec rity deposit is re( ired 9 t no charges are inc rred nless the items are not ret rned or are ret rned damaged. #he 9orrower is responsi9le for ret rn shipping.3 The American Anti2Iivisection Society $AAIS& 1B6::B&0,B006& www.animalearn.org The Ethical Science and Education Coalition $ESEC& 51&B;0.B5:0: http<$$www.neavs.org$reso rces$inde*.htm 1#his is a 2ostonB9ased organization that can provide teacher training.3 The ,umane Society of the 8nited States $,S8S& .:1B0;6B.:40 http<$$www.hs s.org$animalsMinMresearch$animalsMinMed cation$h maneMed cationMloanMpro gramMhelp$materialsMavaila9leMthro ghMhelp.html The Dational Anti2Iivisection Society $DAIS& 1B6::B666B506& +issection Alternative /oan Program http<$$www.navs.org$site$Page"erverNpagenameOainMed MdissectionMloanMprogram #he following we9sites offer free alternatives to dissection< 'nteractive Frog +issection< An Online # torial 1http<$$c rry.edschool.virginia.ed $go$frog$3 7idwings< Virt al Owl Pellet +issection 1http<$$www.kidwings.com3 Virt al +issection "ite< Crayfish) %arthworm) "( id) Frog 1http<$$9iology.a9o t.com$cs$dissections$U:+3 Virt al Frog +issection 7it 1http<$$froggy.l9l.gov$3 Virt al Pig +issection 1VP+3 1http<$$www.whitman.ed $9iology$vpd$3 Anatomically Correct< #he Online Cat +issection 1http<$$li9rary.think( est.org$1;4:1$learn.html3 %*ploratori ms Cows %ye +issection 1http<$$www.e*ploratori m.ed $learningMst dio$cowMeye$inde*.html3 #he Crayfish Corner 1http<$$www.mackers.com$crayfish$3 +issection of a +eer #ick 1http<$$www.ent.iastate.ed $imagegal$ticks$iscap$tickdissection$3 #he 8eart< An Online %*ploration 1http<$$sln.fi.ed $9iosci$heart.html3 Fniversity of "crantons +issection of the "heep 2rain 1http<$$academic. ofs.ed $department$psych$sheep$ieframerow.html3 %*ploratori ms "heep 2rain +issection< #he Anatomy of >emory 1http<$$www.e*ploratori m.ed .$memory$9raindissection$inde*.html3
#=4
#he we9sites 9elow list n mero s dissection alternatives 9 t are intended for information only. #eachers who identify an item on one of these data9ases that they want to 9orrow or p rchase sho ld contact the free lending li9raries listed a9ove.

!orina 1http<$$oslovet.veths.no$!O='!A$3 'nter!'C8% 1http<$$www.interniche.org$alt.html B alt3 #he Physicians Committee for =esponsi9le >edicine 1http<$$www.pcrm.org$3 Alternatives in %d cation +ata9ase 1http<$$avar.org$altedMdata9ase.html3
- s"ecial thanks to the $ew England -nti9#i0isection Society Awww8nea0s8orgB and TE-C7kind Awww.teachkind.org$B %or "ro0iding in"ut to this list o% dissection alternati0e resources. +% Sample School (olicy and Sample Form <etter for (arents/'uardians A sample school policy and a sample form letter for parents$g ardians are provided on the following pages.
#6"
)M"(E C7OO( "O(IC8
(A<-CJ AD D-SSECT-AD ADD D-SSECT-AD A<TE3DAT-IES 'n accordance with the 0::; 2oard of %d cations Policy on +issection and +issection Alternatives) o r "chool$"chool +istrict has developed the following policy. Participation in handsBon science is important to learning science) and dissections are a val a9le learning e*perience in which all st dents are enco raged to participate. ?hen dissection is sed in the classroom< #eachers will thoro ghly e*plain the learning o9Eectives of the lesson and se written and a dioBvis al materials) as appropriate) to ma*imize the ed cational 9enefits of the e*perience. All specimens will 9e treated with respect. All st dents will 9e informed) prior to the dissection) that they have the option of disc ssing individ al concerns a9o t dissection with the appropriate teacher. Fpon completion of the dissection) the remains will 9e appropriately disposed of as recommended 9y the local 9oard of p 9lic health.
#he science co rses that incl de dissection also offer dissection alternatives. Fpon written re( est of a st dents parent or g ardian) o r school will permit a st dent who o9Eects to dissection activities to demonstrate competency thro gh an alternative method. C rrently o r school offers the following co rses that incl de dissection< 1 name courses( such asD <iology( 7onors <iology( and -natomy and !hysiologyB. "pecific dissection and dissection alternative activities will 9e listed on the co rse sylla9i) availa9le to st dents 9efore enrolling in these co rses. Alternative activities may incl de< models 1name models3 and 'nternet programs 1name "rograms3 in place of dissecting 1name organism3. A$oteD Schools may %ind it easier to "ro0ide a chart such as the one below8B Co rse +issection Activity +issection Alternative Activity
The procedure for a student to participate in an alternative activity in place of dissection is as followsE
#he st dent will notify the science teacher of the st dents choice to participate in an alternative activity in place of participating in a dissection.
#6#
#he st dent will s 9mit a written re( est from his or her parent$legal g ardian to the science teacher or to the school principal. #he st dent will 9e provided an alternative activity to 9e determined 9y the teacher) who will specify in writing what is e*pected of the st dent. Alternative activities will allow st dents to gain the same content knowledge as the dissection activities and will re( ire a compara9le investment of time and effort 9y the st dent. #he st dent will accept responsi9ility for completing the alternative activity within the assigned time and is e*pected to learn the same content knowledge as if the st dent were performing the dissection activity. #he st dent will 9e s 9Eect to the same co rse standards and e*aminations as other st dents in the co rse.
#his policy is incl ded in the st dent hand9ook and is also provided at the 9eginning of each school year to all teachers of science co rses that involve dissection.
#6!
)M"(E ")RENT'0U)RDI)N 6ORM (ETTER
DoteE A student9s parent/guardian is not re/uired to use a particular form to re/uest that the school provide the student with an alternative to dissection% This sample is provided for the convenience of school personnel and parents/guardians who wish to use it%
+ear MMMMMMMMMMMMMMMMMMMMMMMMMMMMM1Principal or #eacher3< ' nderstand that participation in handsBon science is important to learning science and that dissections are an important component of comprehensive science and life science ed cation. ' also nderstand that alternatives to dissection are availa9le and that) pon written re( est of a parent$legal g ardian) the school will permit a st dent to demonstrate competency thro gh an alternative method) s ch as comp ter sim lations and other appropriate research activities. ' f rther nderstand that st dents participating in alternative activities instead of dissection are s 9Eect to the same co rse standards and e*aminations as other st dents in the co rse. ' re( est that my child) MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM) 9e permitted to demonstrate competency thro gh alternative activities rather than participating in dissection. "incerely) MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM "ignat re of parent or legal g ardian MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM Printed name of parent or legal g ardian +ate<MMMMMMMMMMMMMMMMMMMMMMMMMMMM
#6+
Appendi' V$
Curriculum :e8iew :esources
"everal organizations have cond cted te*t9ook and$or c rric lar reviews of a range of materials availa9le for science and technology$engineering classrooms. %ach organization generally ses a consistent r 9ric in their review to highlight the feat res and design of each te*t or c rric l m. 2elow are links to two organizations that have completed reviews of science te*ts and$or c rric la. %d cation +evelopment Center) 'nc. 1%+C3 C rric l m Profiles http<$$cse.edc.org$work$k10dissem$materials.asp American Association for the Advancement of "cience 1AAA"3 ProEect 0:51 #e*t9ook %val ations http<$$www.proEect0:51.org$p 9lications$te*t9ook$defa lt.htm
#66
Appendi' V$$
Criteria for #8aluating $nstructional ;aterials and Programs in !cience and Technology"#ngineering
TRON0(8 )0REE
)0REE
C)NNOT CUD0E
DI )0REE
TRON0( 8 DI )0REE
-%
Scientific and Technological Contents =eflect the learning standards in the Science and Technology/Engineering Curriculum Framework Are scientifically and technologically acc rate
--%
Features
Provide descriptions of the achievements of historically important scientists and engineers Contain ill strations of contemporary children and ad lts that reflect the diversity of o r society 'ncl de clear instr ctions on sing tools) e( ipment) and materials) and on how to se them safely in learning activities 'ncl de a master so rce of materials and reso rces Provide st dent te*ts) 9ooklets) or printed material and accompanying teacher man als Provide coherent nits that 9 ild concept al nderstanding Provide for inBdepth investigations of maEor scientific) technological) and engineering concepts 'ncorporate applications of science) technology) and engineering 8ighlight connections within science) technology) and engineering) and with mathematics and social sciences where relevant ---% <earning Activities 'nvolve st dents in active learning and in( iry Clarify appropriate se of instr ctional technology s ch as calc lators and comp ters "how how instr ctional technology can help st dents vis alize comple* concepts) analyze and refine information) and comm nicate sol tions Provide m ltiple ways for st dents to e*plore concepts and comm nicate ideas and sol tions Are developmentally appropriate and provide for different a9ilities and learning paces %nco rage disc ssion and reflection +raw on a variety of reso rces 1e.g.) trade man als) meas ring tools) other tools and machines) manip latives) the 'nternet3
#6.
TRON0(8 )0REE
)0REE
C)NNOT CUD0E
DI )0REE
TRON0( 8 DI )0REE
-I% Teacher Support Materials Provide a clear concept al framework for the concepts and skills ta ght Offer ideas for involving parents and comm nity) and keeping them informed a9o t the programs -ive s ggestions for a variety of pedagogical strategies) s ch as openBended ( estioning) direct instr ction) practice) disc ssion) and cooperative learning =eference reso rce materials) s ch as appropriate videos) file clips) reference 9ooks) software) video laser discs) longBdistance learning) C+B=O>s) and electronic 9 lletin 9oards " ggest how to adapt materials for st dents with differing levels of achievement " ggest enrichment and skill reinforcement activities for e*tended learning 'ncl de s ggestions for a variety of assessment approaches s ch as portfolios) Eo rnals) proEects) and informal and formal tests I% Student Assessment Materials
Are free of inappropriate or derogatory material Occ r thro gho t the nit) not E st at the end 'ncorporate m ltiple forms of assessment) s ch as oral presentations) written reports) teacher o9servations) performance assessments) ( izzes) and preB and postBtests Foc s on the ac( isition of skills and concepts as well as on the learning process I-% (rogram Development and -mplementation 8ave field test data showing positive effects on st dent learning Are adapta9le to local c rric l m and$or school Offer training and longBterm followB p for teachers
#6*
:eferences
)lossary of !elected !cience and Technology"#ngineering Terms

Adaptation A modification of an organism or its parts that makes the organism more fit for e*istence nder the conditions of its environment. Atmosphere #he gaseo s envelope of a celestial 9ody 1as a planet3. Biotechnology Any techni( e that ses living organisms) or parts of organisms) to make or modify prod cts) improve plants or animals) or to develop microorganisms for specific ses. Climate #he average co rse or condition of the weather at a place) s ally over a period of years) as e*hi9ited 9y temperat re) wind velocity) and precipitation. Communication #he s ccessf l transmission of information thro gh a common system of sym9ols) signs) 9ehavior) speech) writing) and$or signals. Conductor A material capa9le of transmitting energy 1e.g.) heat) so nd) electricity3. Constraint A limit to the design process. Constraints may 9e s ch things as appearance) f nding) space materials) or h man capa9ilities. Construction #he systematic act or process of 9 ilding) erecting) or constr cting 9 ildings) roads) or other str ct res. Consumer An organism re( iring comple* organic compo nds for food that it o9tains 9y preying on other organisms or 9y eating particles of organic matter. Decomposer Any of vario s organisms 1e.g.) many 9acteria and f ngi3 that ret rn constit ents of organic s 9stances to ecological cycles 9y feeding on and 9reaking down dead protoplasm. Design An iterative decisionBmaking process that prod ces plans 9y which reso rces are converted into prod cts or systems that meet h man needs and$or wants) or that solve pro9lems. Design rief A written plan that identifies a pro9lem to 9e solved) its criteria) and its constraints. #he design 9rief is sed to enco rage consideration of all aspects of a pro9lem 9efore attempting a sol tion. Design process A systematic pro9lemBsolving strategy) with criteria and constraints) sed to develop many possi9le sol tions to solve a pro9lem or satisfy h man needs and$or wants) and to narrow down the possi9le sol tions to one final choice. Ecosystem A comm nity of organisms and their environment) f nctioning as an ecological nit. Electric circuit #he complete path of an electric c rrent) s ally incl ding the so rce of electric energy. Electric current A flow of electric charge. Energy #he capacity for doing work. Engineer A person who is trained in and ses technological and scientific knowledge to solve practical pro9lems.
#7#
Engineering A profession involving the knowledge of mathematical and nat ral sciences 19iological and physical3 gained 9y st dy) e*perience) and practice) applied with E dgement and creativity to develop ways to tilize the materials and forces of nat re for the 9enefit of h manBkindC work performed 9y an engineer. Engineering design #he systematic and creative application of scientific and mathematical principles to practical ends) s ch as the design) man fact re) and operation of efficient and economical str ct res) machines) processes) and systems. Environment #he comple* of physical) chemical) and 9iotic factors 1e.g.) climate) soil) living things3 that act pon an organism or an ecological comm nity and ltimately determine their forms and s rvival. Erosion #he grad al wearing away of rock or soil 9y physical 9reakdown) chemical sol tion) and$or transportation of material) as ca sed) for e*ample) 9y water) wind) or ice. Food chain An arrangement of the organisms of an ecological comm nity according to the order of predation) in which each ses the ne*t) s ally lower) mem9er as a food so rce. Force An agency or infl ence that) if applied to a free 9ody) res lts chiefly in an acceleration of the 9ody and sometimes in elastic deformation or other effects. Fossil A remnant) impression) or trace of an organism of a past geologic age that has 9een preserved in the earths cr st. 'as/gaseous state -as is a state of matter. -as molec les do not hold together at all) so gas spreads o t in all directions) incl ding straight p. -as changes 9oth its shape and its vol me very easily. ,a itat #he place or environment where a plant or animal nat rally or normally lives and grows. ,eat #he energy associated with the random motions of the molec les) atoms) or smaller str ct ral nits of which matter is composed. -gneous Formed 9y solidification of magma. -nherited #o receive from ancestors 9y genetic transmission. -nsulator A material that is a poor cond ctor of electricity) heat) or so nd. <ife cycle #he series of stages in form and f nctional activity thro gh which an organism passes 9etween origin and e*piration. <ight An electromagnetic radiation in the wavelength range incl ding infrared) visi9le) ltraviolet) and PBrays) traveling in a vac m with a speed of a9o t 165)061 miles 1.::)::: kilometers3 per secondC s"eci%ically< the part of this range that is visi9le to the h man eye. <i/uid/li/uid state /i( id is a state of matter. /i( id molec les hold together weakly) so li( ids flow. /i( ids do not change their vol mes significantly 9 t do change their shapes easily. Machine A device with fi*ed and moving parts that modifies mechanical energy in order to do work. Magnet An o9Eect that can attract certain metals) s ch as iron and nickel. 't can also attract or repel another magnet) or the mineral lodestone. All magnets have a northBseeking pole and a so thBseeking pole. Magnetic field >agnets and wires carrying electric c rrent have a magnetic field. >agnetic fields interact to prod ce a force of attraction or rep lsion.
#7!
Manufacturing #he process of making a raw material into a finished prod ct) especially in large ( antities. Material #he tangi9le s 9stance 1chemical) 9iological) or mi*ed3 that goes into the make p of a physical o9Eect. One of the 9asic reso rces sed in a technological system. Matter0 states of >atter ordinarily e*ists in one of three physical states< solid) li( id) or gas. A given o9Eects state depends on what the molec les are doing at the o9Eects c rrent temperat re and press re) i.e.) Are the molec les not holding together at all) holding together weakly) or holding together so tightly that they are locked into a stationary positionN #he transition 9etween the states occ rs at definite temperat res and press res. A fo rth state of matter) plasma 1ionized gas in which the electrons are separated from the n clei3) can e*ist at e*tremely high temperat res. Plasma is fo nd on the s n and other stars. Medium A s 9stance regarded as the means of transmission for a force or effect. Metamorphic rocks A rock formed from pree*isting rocks that were s 9Eected to very high press re and temperat re) res lting in their str ct ral and chemical transformation. Metamorphosis A marked and more or less a9r pt developmental change in the form or str ct re of an animal 1e.g.) 9 tterfly or frog3 occ rring s 9se( ent to 9irth or hatching. Mineral A solid homogeneo s crystalline chemical element or compo nd that res lts from the inorganic processes of nat re. Datural material >aterial fo nd in nat re) s ch as wood) stone) gases) and clay. Ar it A path descri9ed 9y one 9ody in its revol tion a9o t another 1e.g.) %arth a9o t the s n) an electron a9o t an atomic n cle s3. Arganism An individ al selfBs staining nit of life or living material. Five forms of organisms are known< plants) animals) f ngi) protists) and 9acteria. (itch #he property of a so nd) and especially a m sical tone) that is determined 9y the fre( ency of the waves prod cing it< highness or lowness of so nd. (lasma/plasma state Plasma is a state of matter) often called Jthe fo rth state.K #he atoms in plasma move aro nd in all directions at high speed. Plasmas are s ally very hot and they glow. #he s n) northern lights) lightning) and the glowing JgasesK in neon sign t 9es and fl orescent lamp t 9es are e*amples of plasmas. (recipitation A deposit on the earth of hail) mist) rain) sleet) or snowC also< the ( antity of water deposited. (rocess 1. 8 man activities sed to create) invent) design) transform) prod ce) control) maintain) and se prod cts or systemsC 0. A systematic se( ence of actions that com9ines reso rces to prod ce an o tp t. (roducer Any of vario s organisms 1e.g.) a green plant3 that prod ce their own organic compo nds from simple prec rsors 1e.g.) car9on dio*ide and inorganic nitrogen3) and many of which are food so rces for other organisms. (roperty A characteristic) attri9 te) or trait of an o9Eect. (rototype A f llBscale working model sed to test a design concept 9y making act al o9servations and necessary adE stments possi9le. 3eflection #he ret rn of light or so nd waves from a s rface. 3efraction +eflection from a straight path ndergone 9y a light ray or energy wave in passing o9li( ely from one medi m into another 1e.g.) from air into glass3) in which its velocity changes.
Massachusetts Science and Technology/Engineering Curriculum Framework( October 2006 #7+
3esource 'n a technological system) the 9asic technological reso rces are energy) capital) information) machines and tools) materials) people) and time. 3evolve #o move in a c rved path aro nd a center or a*is. 3otate #o t rn a9o t an a*is or a center. Sedimentary =ocks formed from materials deposited as sediment 9y water) wind) or ice) incl ding de9ris of organic origin) and then compressed and cemented together 9y press re. Simple machines #he simple machines are the lever) p lley) and inclined plane) along with their most 9asic modifications) the wheel and a*le) wedge) and screw. A comple* machine is a machine made p of two or more simple machines. Sketch A ro gh drawing that represents the main feat res of an o9Eect or scene that is often made as a preliminary st dy. Solar system #he s n together with the gro p of celestial 9odies that are held 9y its attraction and revolve aro nd it. Solid/solid state "olid is a state of matter. "olid molec les hold together very tightly and often line p in e*act patterns) therefore) solids do not flow. "olids do not change their shapes or vol mes. Sound A kind of energy contained in vi9rating matter. "o nd travels thro gh solids) li( ids) and gases. #he eardr ms convert this vi9rational energy into signals that travel along nerves to the 9rain) which interprets them as voices) m sic) noise) etc. Streak #he color of the fine powder of a mineral o9tained 9y scratching or r 99ing against a hard white s rface and constit ting an important disting ishing characteristic. !ote< the streak color may 9e completely different from the color o9served at the s rface of the mineral. Synthetic material >aterial that is not fo nd in nat re 1e.g.) glass) concrete) plastics3. System A gro p of interacting) interrelated) or interdependent elements or parts that f nction together as a whole to accomplish a goal. Technology 1. 8 man innovation in action that involves generating knowledge and processes to develop systems that solve pro9lems and e*tend h man capa9ilitiesC 0. #he innovation) change) or modification of the nat ral environment to satisfy perceived h man needs and$or wants. Technology education #he st dy of technology) which provides an opport nity for st dents to learn a9o t the processes and knowledge related to technology that are needed to solve pro9lems and e*tend h man capa9ilities. Te1ture #he nat re of the s rface of an o9Eect) especially as descri9ed 9y the sense of to ch) 9 t e*cl ding temperat re. #e*t res incl de ro gh) smooth) feathery) sharp) greasy) metallic) and silky. ;eather #he state of the atmosphere with respect to heat or cold) wetness or dryness) calm or storm) clearness or clo diness. ;eight #he force with which a 9ody is attracted toward the earth or a celestial 9ody 9y gravitation) and which is e( al to the prod ct of the mass and the local gravitational acceleration.
#7=
!elected 2ibliography
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#76
TTTTT. $ational Science Education Standards( ?ashington) +C< !ational Academy Press) 1,,5. TTTTT. Selecting &nstructional MaterialsD - +uide %or 23?2 Science8 ?ashington) +C< !ational Academy Press) 1,,,. !ational "cience =eso rces Center. .esources %or Teaching Middle School Science8 ?ashington) +C< !ational Academy of "ciences) 1,,6. !ational "cience #eachers Association. Sa%ety in the Middle School Science Classroom8 Arlington) VA< !"#A Press) 0::4. #omlinson) Carol Ann and Caroline C nningham %idson. *i%%erentiation in !racticeD .esource +uide %or *i%%erentiating Curriculum( +rades 2358 Ale*andria) VA< Association for " pervision and C rric l m +evelopment) 0::.. TTTTT. *i%%erentiation in !racticeD - .esource +uide %or *i%%erentiating Curriculum( +rades 5368 Ale*andria) VA< Association for " pervision and C rric l m +evelopment) 0::.. #omlinson) Carol Ann and Cindy A. "trickland. *i%%erentiation in !racticeD - .esource +uide %or *i%%erentiating Curriculum( +rades J3?28 Ale*andria) VA< Association for " pervision and C rric l m +evelopment) 0::;. ?right) =. #homas. Technology8 #inley Park) '/< #he -oodheartB?ilco* P 9lisher) 0::..
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!elected <ebsites for !cience and Technology"#ngineering #ducation

'eneral Science and Technology/Engineering 3esources AAA") ProEect 0:51 Ask a "cientist 1F.". +epartment of %nergyBOffice of "cience %d cation3 Center for 'mproved %ngineering ] "cience %d cation Center for "#%> %d cation at !ortheastern Fniversity +iscovery "chool %isenhower !ational Clearingho se for >athematics and "cience %d cation %*ploratori m Flinn "cientific F t res Channel) #he @ason ProEect) #he 7nowledge /oom) #he /a9oratory "afety 'nstit te >assach setts +epartment of %d cation Curriculum Frameworks >assach setts Comprehensive Assessment "ystem 1>CA"3 >assach setts Online !etwork for %d cation 1>assO!%3 A searcha9le standards) lesson plan tools > se m 'nstit te for #eaching "cience 1>'#") 'nc.3 /ist of m se ms) zoos) a( ari ms) etc. !A"A Classroom of the F t re !A"A %d cation !A"Ae*plores 1lessons and articles 9ased on c rrent research and developments3 !A"As 7ids "cience !ews !etwork 17"!!3 1-rades 7A;3 !ational Assessment of %d cational Progress 1!A%P3 !ational Partnership for G ality Afterschool /earning !ational "cience and #echnology ?eek !ational "cience %d cation "tandards !ational "cience Fo ndation P 9lic 2roadcasting "ystems 1P2"3 #eacher"o rce data9ase "argentB?elch< -eneral "pace - idelines 1for /a9oratories3 "afety$#eacha9ility =eview #eachersdomain 1media learning tools) lesson plan tools) professional development co rses3 #%B>A# 1teacher ed cation material reviews for science and math professional development3 #%=C 1mathematics) science) and technology$engineering c rric l m programs3 #rends in 'nternational >athematics and "cience "t dy 1#'>""3 ;e site www.proEect0:51.org$research$c rric l m.htm newton.dep.anl.gov$aas( est.htm www.k10science.org www.stem.ne .ed school.discovery.com$ www.goenc.com$ e*ploratori m.ed flinnsci.com www.thef t reschannel.com EasonproEect.org knowledgeloom.org la9safety.org www.doe.mass.ed www.doe.mass.ed $frameworks$c rrent.html www.doe.mass.ed $mcas$ massone.mass.ed $ www.mits.org www.mits.org$reso rces.htm www.cotf.ed $ www.ed cation.nasa.gov www.nasae*plores.com$inde*.php ksnn.larc.nasa.gov$home.html nces.ed.gov$naep.$ www.sedl.org$afterschool$g ide$science$ nsf.gov$od$lpa$nstw$start.htm www.nap.ed $readingroom$9ooks$nses$html$ www.nsf.gov p9s.org$teacherso rce$ sargentwelch.com$article.aspNaiO01 sargentwelch.com$article.aspNaiO0. www.teachersdomain.org www.teBmat.org terc.ed nces.ed.gov$timss$
#7.
'eneral Science and Technology/Engineering 3esources $cont%& Vermont 'nstit tes ?right Center for "cience %d cation) # fts Fniversity Earth and Space Science Center for 'nternational %arth "cience 'nformation !etwork 1C'%"'!3 Christa Corrigan >cA liffe Center for %d cation and #eaching %*cellence 'ncredi9le @o rney$ProEect ?%# /earning Advent res in %nvironmental "cience >assach setts %nvirothon !A"As >ars %*ploration Program Private Fniverse ProEect) #he 1#he Annen9 rg$CP2 >ath and "cience ProEect3 <ife Science $Biology& 2iodiversity +ays 1>assach setts Association of Conservation Commissions3 2iology reso rces list Food "cience and #echnology =eso rces for Food "cience F. ". Food and +r g Administration B Center for Food "afety and Applied ! trition (hysical Sciences $(hysics and Chemistry& Am sement park physics 8ands on Plastic /inks for Chemistry #eachers Physics #eaching =eso rce Agents 1P#=A3 1American Association of Physics #eachers3 Technology/Engineering 2 ilding 2ig) the P2" series +esign 't_ %ngineering in After "chool Programs +iscover %ngineering %d cation +evelopment Center) 'nc. 1science and technology$engineering proEects3 F'="# 1For 'nspiration and =ecognition of "cience ] #echnology3 /ego /eag e 1integrates ro9otics technology into the /%-O 9 ilding system3 F'="# =o9otics Competition 8ow "t ff ?orks 'nternet "cience #echnology Fair @o rnal of #echnology %d cation @ nior %ngineering #echnical "ociety 1@%#"3 >assach setts 'nstit te of #echnologys Technology .e0iew > se m of "cience !ational Center for #echnological /iteracy 1!C#/3 !ational %ngineers ?eek F t re City Competition
;e site www.vermontinstit tes.org www.t fts.ed $as$wrightMcenter$ ;e site www.ciesin.org$ www.christa.org www.montana.ed $wwwwet$Eo rney.html www.9ellm se m.org$distancelearning$9elllive. html www.maenvirothon.org$ mars.Epl.nasa.gov www.learner.org$teachersla9$p p$inde*.html ;e site www.maccwe9.org$9iodiversityMdays.html www.ed cationinde*.com$9iology$ www.foodscience. nsw.ed .a $ mem9ers.tripod.com$^k9 rge$8ome%c$foodscienc e.html vm.cfsan.fda.gov$^dms$ed cate.htmlQed cators ;e site www.learner.org$e*hi9its$parkphysics$ www.teachingplastics.org$ www.chemistrycoach.com$linksMforMchemistryM teachers.htm aapt.org$P#=A$inde*.cfm
;e site www.p9s.org$wg9h$9 ilding9ig$ cse.edc.org$prod cts$c rric la$designit$defa lt.asp discoverengineering.org edc.org mindstorms.lego.com$
www. sfirst.org$ howst ffworks.com istf. cf.ed $ scholar.li9.vt.ed $eEo rnals$@#%$ www.Eets.org www.techreview.com www.mos.org www.mos.org$doc$1;:; f t recity.org
#7*
Technology/Engineering $cont%& Preview of #he !ew Dork "tate +epartment of %d cations 6thB-rade #echnology assessment ProEect /ead the ?ay #ech +irections Online #echnology "t dent Association #ech?e9 #ry%ngineering Fnited "tates +epartment of #ransportation Science and Technology/Engineering Teacher Associations and Detworks American Association of Physics #eachers American "ociety for %ngineering %d cation Association for "cience #eacher %d cation< !ortheast 2 ilding a Presence for "cience Chemistry #eacher " pport -ro p 'nternational #echnology %d cation Association >assach setts Association of "cience #eachers >assach setts Association of Conservation Commissions >assach setts 2iotechnology %d cation Fo ndation >assach setts %arth "cience Alliance >assach setts %nvironmental %d cation "ociety >assach setts >arine %d cators >assach setts "cience %d cation /eadership Association >assach setts #echnology %d cation$%ngineering Colla9orative !ational Association of 2iology #eachers !ational %arth "cience #eachers Association !ational "cience #eachers Association !ew %ngland Association of Chemistry #eachers "cience) #echnology) %ngineering) and >athematics #eacher %d cation Colla9orative "ecretaries Advisory -ro p on %nvironmental %d cation #echnology %d cation Association of >assach setts
;e site www.emsc.nysed.gov$ciai$mst$techedtest$online. html www.pltw.org$ainde*.htm www.techdirections.com www.tsawe9.org$ www.techwe9.com www.tryengineering.org www.dot.gov ;e site aapt.org www.asee.org massk10.net$pvnet$A"#%!%$ science.nsta.org$9ap$ hschem.org iteaconnect.org mast.n www.maccwe9.org$ www.mass9io.org$mass9ioed$inde*.php mesa.terc.ed $inde*.html www.massmees.org massmarineed cators.org$inde*.php msela.org$ masstec.org$ na9t.org www.nestanet.org nsta.org neact.org k10s.phast. mass.ed $^stemtec$ sagee.org www.awrsd.org$team$
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Massachusetts Science and Technology/Engineering Curriculum Framework

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Organization of the Framework

Organization of the Framework

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Philosophy and Vision

Purpose and ature of !cience and Technology"#ngineering

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

$n%uiry& #'perimentation& and (esign in the Classroom

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

!cience and Technology"#ngineering *earning !tandards

!cience and Technology"#ngineering *earning !tandards

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

#arth and !pace !cience

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Earth and Space Science0 'rades (re)5!

(-echno!ogy>Engineering standards for grades PreK2 are on page 8#+)

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Earth and Space Science0 'rades +56

(-echno!ogy>Engineering standards for grades "# are on page 86+)

IDE) 6OR DE%E(O"IN0 IN%E TI0)TION )ND (E)RNIN0 E5"ERIENCE

U00E TED E5TEN ION TO (E)RNIN0 IN TEC7NO(O08'EN0INEERIN0

(-echno!ogy>Engineering standards for grades "# are on page 86+)

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Earth and Space Science0 'rades +56

(-echno!ogy>Engineering standards for grades "# are on page 86+)

Earth and Space Science0 'rades +56

(-echno!ogy>Engineering standards for grades "# are on page 86+)

Differentiate etween weather and climate%

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Earth and Space Science0 'rades +56

(-echno!ogy>Engineering standards for grades "# are on page 86+)

IDE) 6OR DE%E(O"IN0 IN%E TI0)TION )ND (E)RNIN0 E5"ERIENCE

U00E TED E5TEN ION TO (E)RNIN0 IN TEC7NO(O08'EN0INEERIN0

(-echno!ogy>Engineering standards for grades "# are on page 86+)

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Earth and Space Science0 'rades 75*

Earth and Space Science0 'rades 75*

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Earth and Space Science0 ,igh School

Earth and Space Science0 ,igh School

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Earth and Space Science0 ,igh School

S-S!% Design and conduct scientific investigations%

S-S+% Analy:e and interpret results of scientific investigations%

Earth and Space Science0 ,igh School

S-S=% Communicate and apply the results of scientific investigations%

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

urface "rocesses and (andscape

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

*ife !cience 12iology3

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

Massachusetts Science and Technology/Engineering Curriculum Framework) October 2006

<ife Science $Biology&0 'rades (re)5!

(-echno!ogy>Engineering standards for grades PreK2 are on page 8#+)

<ife Science $Biology&0 'rades (re)5!

2efore %ercise After %ercise

2efore %ercise After %ercise

2efore %ercise After %ercise