|
»
SC.912.E.5.1:
|
Cite evidence used to develop and verify the scientific theory of the Big Bang (also known as the Big Bang Theory ) of the origin of the universe.
|
High
|
|
SC.912.E.5.In.a
Recognize that the Milky Way is part of the expanding universe.
|
|
SC.912.E.5.Su.a
Recognize that the universe consists of many galaxies, including the Milky Way.
|
|
SC.912.E.5.Pa.a
Recognize that when objects move away from each other, the distance between them expands.
|
|
»
SC.912.E.5.2:
|
Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
|
Moderate
|
|
SC.912.E.5.In.a
Recognize that the Milky Way is part of the expanding universe.
|
|
SC.912.E.5.Su.a
Recognize that the universe consists of many galaxies, including the Milky Way.
|
|
SC.912.E.5.Pa.a
Recognize that when objects move away from each other, the distance between them expands.
|
|
»
SC.912.E.5.3:
|
Describe and predict how the initial mass of a star determines its evolution.
|
Moderate
|
|
SC.912.E.5.In.b
Identify stars as giant masses of burning gases that are changing.
|
|
SC.912.E.5.Su.b
Recognize that stars are made of burning gases.
|
|
SC.912.E.5.Pa.b
Recognize that stars are bright.
|
|
»
SC.912.E.5.4:
|
Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.
|
High
|
|
SC.912.E.5.In.c
Describe the Sun as a medium-sized star with sunspots and storms that can affect weather and radio transmissions on Earth.
|
|
SC.912.E.5.Su.c
Describe observable effects of the Sun on Earth, such as changes in light and temperature.
|
|
SC.912.E.5.Pa.c
Observe and recognize effects of the Sun on Earth, such as temperature changes.
|
|
»
SC.912.E.5.5:
|
Explain the formation of planetary systems based on our knowledge of our Solar System and apply this knowledge to newly discovered planetary systems.
|
High
|
|
SC.912.E.5.In.d
Recognize that there are other planetary systems in the universe besides the Solar System .
|
|
SC.912.E.5.Su.d
Recognize that there are planetary systems in the Universe.
|
|
SC.912.E.5.Pa.d
Recognize that Earth is a planet.
|
|
»
SC.912.E.5.6:
|
Develop logical connections through physical principles, including Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each other.
|
High
|
|
SC.912.E.5.In.e
Recognize a lunar eclipse, a solar eclipse, and the effect of the Moon on tides on Earth.
|
|
SC.912.E.5.Su.e
Recognize an eclipse.
|
|
SC.912.E.5.Pa.c
Observe and recognize effects of the Sun on Earth, such as temperature changes.
|
|
»
SC.912.E.5.7:
|
Relate the history of and explain the justification for future space exploration and continuing technology development.
|
High
|
|
SC.912.E.5.In.f
Identify major contributions and research from space exploration that affected Florida’s economy and culture.
|
|
SC.912.E.5.Su.f
Identify major contributions related to space exploration that affected Florida.
|
|
SC.912.E.5.Pa.e
Recognize items, such as freeze-dried food and space blankets, developed because of space exploration.
|
|
»
SC.912.E.5.8:
|
Connect the concepts of radiation and the electromagnetic spectrum to the use of historical and newly-developed observational tools.
|
High
|
|
SC.912.E.5.In.g
Identify tools that use different types of radiation, such as radio waves, ultraviolet radiation, and infrared waves.
|
|
SC.912.E.5.Su.g
Recognize examples of tools that use radiation for observation purposes, such as x-rays and infrared night goggles.
|
|
SC.912.E.5.Pa.f
Recognize a tool that uses radiation for personal reasons, such as x-rays.
|
|
»
SC.912.E.5.9:
|
Analyze the broad effects of space exploration on the economy and culture of Florida.
|
High
|
|
SC.912.E.5.In.f
Identify major contributions and research from space exploration that affected Florida’s economy and culture.
|
|
SC.912.E.5.Su.f
Identify major contributions related to space exploration that affected Florida.
|
|
SC.912.E.5.Pa.e
Recognize items, such as freeze-dried food and space blankets, developed because of space exploration.
|
|
»
SC.912.E.6.1:
|
Describe and differentiate the layers of Earth and the interactions among them.
|
Moderate
|
|
SC.912.E.6.In.a
Describe the three layers of Earth (core, mantle, and crust).
|
|
SC.912.E.6.Su.a
Recognize the three layers of Earth (core, mantle, and crust).
|
|
SC.912.E.6.Pa.a
Identify a surface feature of Earth, such as a hill.
|
|
»
SC.912.E.6.2:
|
Connect surface features to surface processes that are responsible for their formation.
|
Moderate
|
|
SC.912.E.6.In.b
Describe examples of surface features, such as glaciers, valleys, canyons, and dried riverbeds, which are caused by wind and erosion (surface processes).
|
|
SC.912.E.6.Su.b
Identify types of surface features, such as hills and valleys.
|
|
SC.912.E.6.Pa.a
Identify a surface feature of Earth, such as a hill.
|
|
»
SC.912.E.6.3:
|
Analyze the scientific theory of plate tectonics and identify related major processes and features as a result of moving plates.
|
High
|
|
SC.912.E.6.In.c
Relate a cause and effect of movements in Earth’s crust (plate tectonics ), such as fault lines in the plates causing earthquakes.
|
|
SC.912.E.6.Su.c
Recognize that Earth’s crust is broken into parts (plates) that move and cause mountains and volcanoes.
|
|
SC.912.E.6.Pa.b
Recognize that the surface of Earth can change.
|
|
»
SC.912.E.6.4:
|
Analyze how specific geologic processes and features are expressed in Florida and elsewhere.
|
High
|
|
SC.912.E.6.In.d
Identify natural geological processes that change the land and water in Florida, including beach erosion and sinkholes.
|
|
SC.912.E.6.Su.d
Recognize examples of natural changes to Florida’s land and water, such as beach erosion.
|
|
SC.912.E.6.Pa.b
Recognize that the surface of Earth can change.
|
|
»
SC.912.E.7.1:
|
Analyze the movement of matter and energy through the different biogeochemical cycle s, including water and carbon.
|
High
|
|
SC.912.E.7.In.a
Identify cycles that occur on Earth, such as the water and carbon cycles, and the role energy plays in them.
|
|
SC.912.E.7.Su.a
Recognize the phases of the water cycle that occur on Earth and the role energy plays in the water cycle .
|
|
SC.912.E.7.Pa.a
Recognize that clouds release rain (part of the water cycle ).
|
|
»
SC.912.E.7.2:
|
Analyze the causes of the various kinds of surface and deep water motion within the oceans and their impacts on the transfer of energy between the poles and the equator.
|
High
|
|
SC.912.E.7.In.b
Recognize that there are circular movements of ocean water (surface and deep-water currents) which move cold water from the poles toward the tropics and vice versa.
|
|
SC.912.E.7.Su.b
Recognize that currents move the ocean water around Earth.
|
|
SC.912.E.7.Pa.b
Recognize waves in the ocean.
|
|
»
SC.912.E.7.3:
|
Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
|
High
|
|
SC.912.E.7.In.c
Describe the interactions among the atmosphere, hydrosphere, and biosphere, including how air, water, and land support living things and how air temperature affects water and land temperatures.
|
|
SC.912.E.7.Su.c
Recognize components of the atmosphere, the hydrosphere, and the biosphere.
|
|
SC.912.E.7.Pa.c
Recognize that humans, plants, and animals live on the Earth (biosphere).
|
|
»
SC.912.E.7.4:
|
Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
|
Moderate
|
|
SC.912.E.7.In.d
Describe variations in climate due to geological locations, such as on mountains and the nearness to large bodies of water.
|
|
SC.912.E.7.Su.d
Identify the climate conditions in different parts of the world.
|
|
SC.912.E.7.Pa.d
Recognize that weather (climate) is different in different locations.
|
|
»
SC.912.E.7.5:
|
Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
|
High
|
|
SC.912.E.7.In.e
Identify weather conditions using weather data and weather maps.
|
|
SC.912.E.7.Su.e
Identify weather conditions, including temperature, wind speed, and humidity.
|
|
SC.912.E.7.Pa.e
Recognize the weather conditions, including severe weather, in Florida.
|
|
»
SC.912.E.7.6:
|
Relate the formation of severe weather to the various physical factors.
|
Moderate
|
|
SC.912.E.7.In.f
Compare weather conditions in different types of severe storms, including hurricanes, tornadoes, and thunderstorms.
|
|
SC.912.E.7.Su.f
Recognize conditions in severe storms, such as hurricanes, tornadoes, and thunderstorms.
|
|
SC.912.E.7.Pa.e
Recognize the weather conditions, including severe weather, in Florida.
|
|
»
SC.912.E.7.7:
|
Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
|
High
|
|
SC.912.E.7.In.g
Recognize that global climate change is related to conditions in the atmosphere and oceans.
|
|
SC.912.E.7.Su.g
Recognize that global climate change occurs over a long period of time.
|
|
SC.912.E.7.Pa.d
Recognize that weather (climate) is different in different locations.
|
|
»
SC.912.E.7.8:
|
Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
|
High
|
|
SC.912.E.7.In.h
Describe how atmospheric and hydrologic conditions, such as hurricanes, drought, wildfires, and sinkholes, affect human behavior.
|
|
SC.912.E.7.Su.h
Identify how weather and water conditions affect humans in Florida.
|
|
SC.912.E.7.Pa.e
Recognize the weather conditions, including severe weather, in Florida.
|
|
»
SC.912.E.7.9:
|
Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
|
High
|
|
SC.912.E.7.In.i
Recognize that the ocean absorbs most of the solar energy reaching Earth and loses heat primarily by evaporation.
|
|
SC.912.E.7.Su.i
Recognize that the ocean absorbs heat from the Sun and then warms the air.
|
|
SC.912.E.7.Pa.f
Recognize that the Sun heats the water in the ocean.
|
|
»
SC.912.L.15.1:
|
Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.
|
High
|
|
SC.912.L.15.In.a
Identify that prehistoric plants and animals changed over time (evolved) or became extinct.
|
|
SC.912.L.15.Su.a
Match fossils to related species.
|
|
SC.912.L.15.Pa.a
Recognize that plants and animals change as they age.
|
|
»
SC.912.L.15.8:
|
Describe the scientific explanations of the origin of life on Earth.
|
Moderate
|
|
SC.912.L.15.In.c
Identify that there are scientific explanations of the origin of life on Earth.
|
|
SC.912.L.15.Su.c
Recognize that there are scientific explanations of how life began.
|
|
SC.912.L.15.Pa.a
Recognize that plants and animals change as they age.
|
|
»
SC.912.N.1.1:
|
Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:
- pose questions about the natural world,
- conduct systematic observations,
- examine books and other sources of information to see what is already known,
- review what is known in light of empirical evidence,
- plan investigations,
- use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs),
- pose answers, explanations, or descriptions of events,
- generate explanations that explicate or describe natural phenomena (inferences),
- use appropriate evidence and reasoning to justify these explanations to others,
- communicate results of scientific investigations, and
- evaluate the merits of the explanations produced by others.
|
High
|
|
SC.912.N.1.In.a
Identify a problem based on a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Identify a scientific question
2. Examine reliable sources of informtion to identify what is already known
3. Develop a possible explanation (hypothesis)
4. Plan and carry out an experiment
5. Gather data based on measurement and observations
6. Evaluate the data
7. Use the data to support reasonable explanations, inferences, and conclusions.
|
|
SC.912.N.1.Su.a
Recognize a problem based on a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Recognize a scientific question
2. Use reliable information and identify what is already known
3. Create possible explanation
4. Carry out a planned experiment
5. Record observations
6. Summarize results
7. Reach a reasonable conclusion.
|
|
SC.912.N.1.Pa.a
Recognize a problem related to a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Observe objects and activities
2. Follow planned procedures
3. Recognize a solution.
|
|
»
SC.912.N.1.2:
|
Describe and explain what characterizes science and its methods.
|
Moderate
|
|
SC.912.N.1.In.b
Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions.
|
|
SC.912.N.1.Su.b
Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results.
|
|
SC.912.N.1.Pa.b
Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results.
|
|
»
SC.912.N.1.3:
|
Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
|
Low
|
|
SC.912.N.1.In.b
Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions.
|
|
SC.912.N.1.Su.b
Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results.
|
|
SC.912.N.1.Pa.b
Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results.
|
|
»
SC.912.N.1.4:
|
Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
|
High
|
|
SC.912.N.1.In.a
Identify a problem based on a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Identify a scientific question
2. Examine reliable sources of informtion to identify what is already known
3. Develop a possible explanation (hypothesis)
4. Plan and carry out an experiment
5. Gather data based on measurement and observations
6. Evaluate the data
7. Use the data to support reasonable explanations, inferences, and conclusions.
|
|
SC.912.N.1.Su.a
Recognize a problem based on a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Recognize a scientific question
2. Use reliable information and identify what is already known
3. Create possible explanation
4. Carry out a planned experiment
5. Record observations
6. Summarize results
7. Reach a reasonable conclusion.
|
|
SC.912.N.1.Pa.a
Recognize a problem related to a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Observe objects and activities
2. Follow planned procedures
3. Recognize a solution.
|
|
»
SC.912.N.1.5:
|
Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.
|
Moderate
|
|
SC.912.N.1.In.c
Identify that scientific investigations are sometimes repeated in different locations.
|
|
SC.912.N.1.Su.c
Recognize that scientific investigations can be repeated in different locations.
|
|
SC.912.N.1.Pa.c
Recognize that when a variety of common activities are repeated the same way, the outcomes are the same.
|
|
»
SC.912.N.1.6:
|
Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
|
Moderate
|
|
SC.912.N.1.In.a
Identify a problem based on a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Identify a scientific question
2. Examine reliable sources of informtion to identify what is already known
3. Develop a possible explanation (hypothesis)
4. Plan and carry out an experiment
5. Gather data based on measurement and observations
6. Evaluate the data
7. Use the data to support reasonable explanations, inferences, and conclusions.
|
|
SC.912.N.1.Su.a
Recognize a problem based on a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Recognize a scientific question
2. Use reliable information and identify what is already known
3. Create possible explanation
4. Carry out a planned experiment
5. Record observations
6. Summarize results
7. Reach a reasonable conclusion.
|
|
SC.912.N.1.Pa.a
Recognize a problem related to a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Observe objects and activities
2. Follow planned procedures
3. Recognize a solution.
|
|
»
SC.912.N.1.7:
|
Recognize the role of creativity in constructing scientific questions, methods and explanations.
|
Low
|
|
SC.912.N.1.In.d
Identify that scientists use many different methods in conducting their research.
|
|
SC.912.N.1.Su.d
Recognize that scientists use a variety of methods to get answers to their research questions.
|
|
SC.912.N.1.Pa.d
Recognize that people try different ways to complete a task when the first one does not work.
|
|
»
SC.912.N.2.1:
|
Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
|
High
|
|
SC.912.N.2.In.a
Identify examples of investigations that involve science.
|
|
SC.912.N.2.Su.a
Identify questions that can be answered by science.
|
|
SC.912.N.2.Pa.a
Recognize an example of work by scientists.
|
|
»
SC.912.N.2.2:
|
Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.
|
High
|
|
SC.912.N.2.In.b
Distinguish between questions that can be answered by science and observable information and questions that can’t be answered by science and observable information.
|
|
SC.912.N.2.Su.a
Identify questions that can be answered by science.
|
|
SC.912.N.2.Pa.a
Recognize an example of work by scientists.
|
|
»
SC.912.N.2.3:
|
Identify examples of pseudoscience (such as astrology, phrenology) in society.
|
Low
|
|
SC.912.N.2.In.b
Distinguish between questions that can be answered by science and observable information and questions that can’t be answered by science and observable information.
|
|
SC.912.N.2.Su.a
Identify questions that can be answered by science.
|
|
SC.912.N.2.Pa.a
Recognize an example of work by scientists.
|
|
»
SC.912.N.2.4:
|
Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.
|
High
|
|
SC.912.N.2.In.c
Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination.
|
|
SC.912.N.2.Su.b
Recognize that what is known about science can change based on new information.
|
|
SC.912.N.2.Pa.b
Recognize a variety of cause-effect relationships related to science.
|
|
»
SC.912.N.2.5:
|
Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.
|
High
|
|
SC.912.N.2.In.d
Identify major contributions of scientists.
|
|
SC.912.N.2.Su.c
Recognize major contributions of scientists.
|
|
SC.912.N.2.Pa.a
Recognize an example of work by scientists.
|
|
»
SC.912.N.3.1:
|
Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena thus, a scientific theory represents the most powerful explanation scientists have to offer.
|
High
|
|
SC.912.N.3.In.a
Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation.
|
|
SC.912.N.3.Su.a
Recognize that scientific theories are supported by evidence and agreement of many scientists.
|
|
SC.912.N.3.Pa.a
Recognize examples of cause-effect descriptions or explanations related to science.
|
|
»
SC.912.N.3.2:
|
Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.
|
Moderate
|
|
SC.912.N.3.In.a
Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation.
|
|
SC.912.N.3.Su.a
Recognize that scientific theories are supported by evidence and agreement of many scientists.
|
|
SC.912.N.3.Pa.a
Recognize examples of cause-effect descriptions or explanations related to science.
|
|
»
SC.912.N.3.3:
|
Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.
|
Moderate
|
|
SC.912.N.3.In.b
Identify examples of scientific laws that describe relationships in the natural world, such as Newton’s laws.
|
|
SC.912.N.3.Su.b
Recognize examples of scientific laws that describe relationships in nature, such as Newton’s laws.
|
|
SC.912.N.3.Pa.a
Recognize examples of cause-effect descriptions or explanations related to science.
|
|
»
SC.912.N.3.4:
|
Recognize that theories do not become laws, nor do laws become theories theories are well supported explanations and laws are well supported descriptions.
|
Moderate
|
|
SC.912.N.3.In.a
Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation.
|
|
SC.912.N.3.In.b
Identify examples of scientific laws that describe relationships in the natural world, such as Newton’s laws.
|
|
SC.912.N.3.Su.b
Recognize examples of scientific laws that describe relationships in nature, such as Newton’s laws.
|
|
SC.912.N.3.Su.a
Recognize that scientific theories are supported by evidence and agreement of many scientists.
|
|
SC.912.N.3.Pa.a
Recognize examples of cause-effect descriptions or explanations related to science.
|
|
»
SC.912.N.3.5:
|
Describe the function of models in science, and identify the wide range of models used in science.
|
Moderate
|
|
SC.912.N.3.In.c
Identify ways models are used in the study of science.
|
|
SC.912.N.3.Su.c
Recognize ways models are used in the study of science.
|
|
SC.912.N.3.Pa.b
Recognize a model used in the context of one’s own study of science.
|
|
»
SC.912.N.4.1:
|
Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.
|
Moderate
|
|
SC.912.N.4.In.a
Identify ways scientific knowledge and problem solving benefit people.
|
|
SC.912.N.4.Su.a
Recognize ways scientific knowledge and problem solving benefit people.
|
|
SC.912.N.4.Pa.a
Recognize science information that helps people.
|
|
»
SC.912.P.8.1:
|
Differentiate among the four states of matter.
|
Moderate
|
|
SC.912.P.8.In.a
Classify states of matter as solid, liquid, and gaseous.
|
|
SC.912.P.8.Su.a
Identify examples of states of matter as solid, liquid, and gaseous.
|
|
SC.912.P.8.Pa.a
Select an example of a common solid, liquid, and gas.
|
|
»
SC.912.P.8.4:
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Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom.
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High
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SC.912.P.8.In.c
Identify the nucleus as the center of an atom.
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SC.912.P.8.Su.c
Recognize that atoms are tiny particles in materials, too small to see.
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SC.912.P.8.Pa.c
Recognize that the parts of an object can be put together to make a whole.
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SC.912.P.10.4:
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Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter.
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High
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SC.912.P.10.In.c
Relate the transfer of heat to the states of matter, including gases result from heating, liquids result from cooling a gas, and solids result from further cooling a liquid.
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SC.912.P.10.Su.c
Observe and recognize ways that heat travels, such as through space (radiation), through solids (conduction), and through liquids and gases (convection).
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SC.912.P.10.Pa.c
Recognize the source and recipient of heat transfer.
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SC.912.P.10.10:
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Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear).
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Moderate
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SC.912.P.10.In.e
Identify fundamental forces, including gravitational and electromagnetic.
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SC.912.P.10.Su.f
Recognize fundamental forces, such as gravitational.
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SC.912.P.10.Pa.f
Recognize that an object falls unless stopped (gravity).
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SC.912.P.10.11:
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Explain and compare nuclear reaction s (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues.
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High
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SC.912.P.10.In.f
Identify that atoms can be changed to release energy, such as in nuclear power plants, and recognize one related safety issue.
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SC.912.P.10.Su.e
Recognize that nuclear power plants generate electricity and can be dangerous.
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SC.912.P.10.Pa.e
Recognize the universal symbols for radioactive and other hazardous materials.
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SC.912.P.10.16:
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Explain the relationship between moving charges and magnetic fields, as well as changing magnetic fields and electric field s, and their application to modern technologies.
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High
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SC.912.P.10.In.e
Identify fundamental forces, including gravitational and electromagnetic.
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SC.912.P.10.Su.i
Observe and identify the effects of magnetic attraction on iron.
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SC.912.P.10.Pa.i
Recognize how magnets are used in real-world situations.
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SC.912.P.10.18:
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Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.
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High
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SC.912.P.10.In.i
Identify common applications of electromagnetic waves moving through different media, such as radio waves, microwaves, x-rays, or infrared.
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