This resource has 109 correlations with the National Standards.  
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• Physical Science
  • Properties and changes of properties in matter
    • Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties. (5-8)
    • Substances often are placed in categories or groups if they react in similar ways; metals are an example of such a group. (5-8)
    • Chemical elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric current, or reaction with acids. (5-8)
    • There are more than 100 known elements that combine in a multitude of ways to produce compounds, which account for the living and nonliving substances that we encounter. (5-8)
  • Structure and properties of matter
    • Atoms interact with one another by transferring or sharing electrons that are furthest from the nucleus. (9-12)
    • Outer shell electrons govern the chemical properties of the element. (9-12)
    • An element is composed of a single type of atom. (9-12)
    • When elements are listed in order according to the number of protons (called the atomic number), repeating patterns of physical and chemical properties identify families of elements with similar properties. (9-12)
    • The "Periodic Table" is a consequence of the repeating pattern of outermost electrons and their permitted energies. (9-12)
    • Bonds between atoms are created when electrons are paired up by being transferred or shared. (9-12)
    • Atoms may be bonded together into molecules or crystalline solids. (9-12)
    • A compound is formed when two or more kinds of atoms bind together chemically. (9-12)
    • The physical properties of compounds reflect the nature of the interactions among its molecules. (9-12)
    • The interactions among molecules are determined by the structure of the molecule, including the constituent atoms and the distances and angles between them. (9-12)
    • Carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures, including synthetic polymers, oils, and the large molecules essential to life. (9-12)
  • Structure of atoms
    • Matter is made of minute particles called atoms, and atoms are composed of even smaller components. (9-12)
    • The components of atoms have measurable properties, such as mass and electrical charge. (9-12)
    • Each atom has a positively charged nucleus surrounded by negatively charged electrons. (9-12)
    • The electric force between the nucleus and electrons holds the atom together. (9-12)
    • The atom's nucleus is composed of protons and neutrons, which are much more massive than electrons. (9-12)
    • The nuclear forces that hold the nucleus of an atom together, at nuclear distances, are usually stronger than the electric forces that would make it fly apart. (9-12)
  • Chemical Reactions
    • Chemical reactions may release or consume energy. (9-12)
    • In some reactions, chemical bonds are broken by heat or light to form very reactive radicals with electrons ready to form new bonds. (9-12)
    • Catalysts, such as metal surfaces, accelerate chemical reactions. (9-12)
  • Transfer of Energy
    • Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). To see an object, light from that object—emitted by or scattered from it—must enter the eye. (5-8) (5-8)
    • To see an object, light from that object--emitted by or scattered from it--must enter the eye.
  • Motion and Forces
    • The strength of the gravitational attractive force between two masses is proportional to the masses and inversely proportional to the square of the distance between them. (9-12)
    • The electric force is a universal force that exists between any two charged objects. (9-12)
    • Opposite charges attract while like charges repel. (9-12)
    • Between any two charged particles, electric force is vastly greater than the gravitational force. (9-12)
    • Electricity and magnetism are two aspects of a single electromagnetic force. (9-12)
  • Conservation of energy and increase in disorder
    • Energy can be transferred by collisions in chemical and nuclear reactions, by light waves and other radiations, and in many other ways. (9-12)
    • Energy can never be destroyed. (9-12)
    • As energy transfers occur, the matter involved becomes steadily less ordered. (9-12)
  • Interactions of energy and matter
    • Waves, including sound and seismic waves, waves on water, and light waves, have energy and can transfer energy when they interact with matter. (9-12)
    • Electromagnetic waves result when a charged object is accelerated or decelerated. (9-12)
    • Electromagnetic waves include radio waves (the longest wavelength), microwaves, infrared radiation (radiant heat), visible light, ultraviolet radiation, x-rays, and gamma rays. (9-12)
    • The energy of electromagnetic waves is carried in packets whose magnitude is inversely proportional to the wavelength. (9-12)
    • In some materials, such as metals, electrons flow easily, whereas in insulating materials such as glass they can hardly flow at all. (9-12)
    • Semiconducting materials have intermediate behavior. (9-12)
    • At low temperatures some materials become superconductors and offer no resistance to the flow of electrons. (9-12)

• Life Science
  • Matter, energy, and organization in living systems
    • All matter tends toward more disorganized states. (9-12)
    • Energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes. (9-12)

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Use data to construct a reasonable explanation.
    • Develop descriptions, explanations, predictions, and models using evidence.
    • Think critically and logically to make the relationships between evidence and explanations.
    • Use mathematics in all aspects of scientific inquiry.
  • Understandings about scientific inquiry
    • Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world. (K-4)
    • Different scientific domains employ different methods, core theories, and standards to advance scientific knowledge (5-8)
    • Mathematics is important in all aspects of scientific inquiry. (5-8)
    • Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations. (5-8)
    • Scientific investigations sometimes result in new ideas and phenomena for study, generate new methods or procedures for an investigation, or develop new technologies to improve the collection of data. All of these results can lead to new investigations. (5-8)
    • Scientists usually inquire about how physical, living, or designed systems function. (9-12)
    • Scientists rely on technology to enhance the gathering and manipulation of data. (9-12)
    • New techniques and tools provide new evidence to guide inquiry and new methods to gather data, thereby contributing to the advance of science. (9-12)
    • The accuracy and precision of the data, and therefore the quality of the exploration, depends on the technology used. (9-12)
    • Mathematics is essential in scientific inquiry. (9-12)
    • In presenting data, graphs are used to convey comparisons or trends. (9-12)
    • Mathematical tools and models guide and improve the posing of questions, gathering data, constructing explanations and communicating results. (9-12)
    • In communicating and defending the results of scientific inquiry, arguments must be logical and demonstrate connections between natural phenomena, investigations, and the historical body of scientific knowledge. (9-12)

• Science and Technology
  • Understanding about science and technology
    • People have always had questions about their world. Science is one way of answering questions and explaining the natural world.
    • People have always had problems and invented tools and techniques (ways of doing something) to solve problems.
    • Trying to determine the effects of solutions helps people avoid some new problems.
    • Scientists and engineers often work in teams with different individuals doing different things that contribute to the results. This understanding focuses primarily on teams working together and secondarily, on the combination of scientist and engineer teams.
    • Women and men of all ages, backgrounds, and groups engage in a variety of scientific and technological work.
    • Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do.
    • Scientific inquiry and technological design have similarities and differences. (5-8)
    • Scientists propose explanations for questions about the natural world, and engineers propose solutions relating to human problems, needs, and aspirations. (5-8)
    • Technological solutions have side effects; and technologies cost, carry risks, and provide benefits. (5-8)
    • Science and technology are reciprocal. (5-8)
    • Science helps drive technology, as it addresses questions that demand more sophisticated instruments and provides principles for better instrumentation and technique. (5-8)
    • Technology is essential to science, because it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to factors such as quantity, distance, location, size, and speed. (5-8)
    • Technology provides tools for investigations, inquiry, and analysis.
    • Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. (5-8)
    • Technological designs have constraints. Some constraints are unavoidable, for example, properties of materials, or effects of weather and friction. (5-8)
    • Scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations. (9-12)
    • Many scientific investigations require the contributions of individuals from different disciplines, including engineering. (9-12)
    • New disciplines of science, such as geophysics and biochemistry often emerge at the interface of two older disciplines. (9-12)
    • Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. (9-12)
    • New technologies often extend the current levels of scientific understanding and introduce new areas of research. (9-12)
    • Creativity, imagination, and a good knowledge base are all required in the work of science and engineering. (9-12)
    • Technology, by its nature, has a more direct effect on society than science because its purpose is to solve human problems, help humans adapt, and fulfill human aspirations. (9-12)
    • Technological solutions may create new problems. Science, by its nature, answers questions that may or may not directly influence humans. (9-12)
    • Sometimes scientific advances challenge people's beliefs and practical explanations concerning various aspects of the world. (9-12)
    • Scientific knowledge is made public through presentations at professional meetings and publications in scientific journals. (9-12)

• Science in Personal and Social Perspectives
  • Risks and benefits
    • Individuals can use a systematic approach to thinking critically about risks and benefits. Examples include applying probability estimates to risks and comparing them to estimated personal and social benefits. (5-8)
    • Important personal and social decisions are made based on perceptions of benefits and risks. (5-8)
  • Science and technology in society
    • Science influences society through its knowledge and world view. (5-8)
    • Scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment. (5-8)
    • The effect of science on society is neither entirely beneficial nor entirely detrimental. (5-8)
    • Societal challenges often inspire questions for scientific research, and social priorities often influence research priorities through the availability of funding for research. (5-8)
    • Technology influences society through its products and processes. (5-8)
    • Technology influences the quality of life and the people act and interact. (5-8)
    • Technological changes are often accompanied by social, political, and economic changes that can be beneficial or detrimental to individuals and to society. (5-8)
    • Social needs, attitudes, and values influence the direction of technological development ways. (5-8)
    • Science and technology have advanced through contributions of many different people, in different cultures, at different times in history. (5-8)
    • Science and technology have contributed enormously to economic growth and productivity among societies and groups within societies. (5-8)
    • Scientists and engineers work in many different settings, including colleges and universities, businesses and industries, specific research institutes, and government agencies. (5-8)
    • Science cannot answer all questions and technology cannot solve all human problems or meet all human needs. (5-8)
    • Students should appreciate what science and technology can reasonably contribute to society and what they cannot do. For example, new technologies often will decrease some risks and increase others.

• History and Nature of Science
  • Nature of science
    • Scientists formulate and test their explanations of nature using observation, experiments, and theoretical and mathematical models. Those ideas are not likely to change greatly in the future. (5-8)
    • Although all scientific ideas are tentative and subject to change and improvement in principle, for most major ideas in science, there is much experimental and observational confirmation. (5-8)
    • Scientists do and have changed their ideas about nature when they encounter new experimental evidence that does not match their existing explanations.

• Process Standards for Professional Development
  • Research-Based
    • Prepares educators to apply research to decision making. (NSDC)
    • Connect and integrate all pertinent aspects of science and science education. (NSES)
    • Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
  • Design
    • Uses learning strategies appropriate to the intended goal. (NSDC)
  • Learning
    • Build on the teacher's current science understanding, ability, and attitudes. (NSES)

• Teaching Standards
  • Teachers of science plan an inquiry-based science program for their students.
    • Develop a framework of yearlong and short-term goals for students.