West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-044R - 21st Century Science 9-12 Content Standards And Objectives For West Virginia Schools (2520.35) › Section 126-44R-5 - Severability

Current through Register Vol. XLI, No. 28, July 12, 2024
5.1 If any
				provision of this rule or the application thereof to any person or circumstance
				is held invalid, such invalidity shall not affect other provisions or
				applications of this rule .
Foreword
A 21st century science
				  curriculum is an increasingly important component in the development learners
				  prepared for success in the 21st century. Thus, the
				  West Virginia Board of Education and the West Virginia Department of Education
				  are pleased to present Policy 2520.35, 21st Century
				  Science 9-12 Content Standards and Objectives for West Virginia Schools. The
				  West Virginia Science Standards for 21st Century
				  Learning includes 21st century
content
standards and objectives as well as
				  21st century standards and objectives for
learning skills
and
technology tools
. This
				  broadened scope of science curriculum is built on the firm belief that quality
				  engaging instruction must be built on a curriculum that triangulates rigorous
				  21st century content,
				  21st century learning skills and the use of
				  21st century technology tools.
Committees of educators from across the state convened
				  to revise the content standards and objectives. The overarching goal was to
				  build a rigorous, relevant and challenging science curriculum that would
				  prepare students for the 21st century. West Virginia
				  educators, including regular classroom teachers, special education teachers,
				  and teachers representing higher education institutions played a key role in
				  shaping the content standards to align with national standards, rigorous
				  national assessments, and research and best practice in the field of science
				  education. The contribution of these professionals was critical in creating a
				  policy that is meaningful to classroom teachers and appears in a format that
				  can easily be used and understood.
Policy 2520.35 is organized around the three major
				  components of a standards-based curriculum: learning standards, instructional
				  objectives and performance descriptors. The learning standards are the
broad descriptions
of what
all
students must
				  know and be able to do at the conclusion of the instructional sequence. The
				  accompanying grade-level objectives are specific descriptors of knowledge,
				  skills and attitudes that when mastered will enable the student to attain the
				  standard. The instructional objectives guide instructional
planning
and provide a basis for determining appropriate
assessments, instructional strategies and resources
. The
				  performance descriptors provide the basis for
assessing
overall student competence of grade level standards. The performance
				  descriptors define the five student performance levels ranging from novice to
				  distinguished. With the ultimate goal of "learning for all," these descriptors
				  allow the teacher, students and parents to judge the
level
of
				  student proficiency in each 21st century learning
				  standard.
In combination, the use of learning standards,
				  instructional objectives and performance descriptors become a comprehensive
				  guide for delivering a rigorous and relevant science curriculum to all West
				  Virginia students. These elements, when used to guide the instructional process
				  and when delivered with the creativity and instructional expertise of West
				  Virginia teachers, will become a powerful resource for preparing students to
				  meet the challenges of the 21st
				  century.
Explanation of Terms
Content Standards
are broad descriptions of what
				  students should know and be able to do in a content area. Content standards
				  describe what students' knowledge and skills should be at the end of a K-12
				  sequence of study.
Objectives
are incremental steps toward
				  accomplishment of content standards. Objectives are listed by course title and
				  are organized around the content standards.
Performance Descriptors
describe in narrative
				  format how students demonstrate achievement of the content standards. Line
				  breaks within the narrative format indicate clusters of concepts and skills.
				  West Virginia has designed five performance levels: distinguished, above
				  mastery, mastery, partial mastery and novice. Performance Descriptors serve two
				  functions. Instructionally, they give teachers more information about the level
				  of knowledge and skills students need to acquire. Performance levels and
				  descriptors are also used to categorize and explain student performance on
				  statewide assessment instruments.
Distinguished:
A student at this level has
				  demonstrated exemplary performance. The work shows a distinctive and
				  sophisticated application of knowledge and skills in real world situations that
				  go beyond course or grade level applications.
Above Mastery:
A student at this level has
				  demonstrated effective performance and exceeds the standard. The work shows a
				  thorough and effective application of knowledge and skills in real world
				  situations within the subject matter and grade level..
Mastery:
A student at this level has
				  demonstrated competency over challenging subject matter, including knowledge
				  and skills that are appropriate to the subject matter and grade level. The work
				  is accurate, complete and addresses real world applications. The work shows
				  solid academic performance at the course or grade level.
Partial Mastery:
A student at this level has
				  demonstrated limited knowledge and skills toward meeting the standard. The work
				  shows basic but inconsistent application of knowledge and skills characterized
				  by errors and/or omissions. Performance needs further development.
Novice:
A student at this level has demonstrated
				  minimal fundamental knowledge and skills needed to meet the standard.
				  Performance at this level is fragmented and/or incomplete and needs
				  considerable development.
Numbering of Standards
The number for each content standard is composed of four
				  parts, each part separated by a period:
* the content area code is SC for Science,
* the letter S, for Standard,
* the grade level and the standard number.
Illustration: SC.S.C.1 refers to Chemistry science content
				  standard #1.
Numbering of Objectives
The number of each objective is composed of five parts, each
				  part separated by a period:
* the content area code (SC for Science),
* the letter O is for Objective,
* the course title,
* the number of the content standard addressed, and
* the objective number.
llustration: SC.O.C.2.3 refers to a Chemistry objective that
				  addresses standard #2 in science, and that is the third objective listed under
				  that standard.
Numbering of Performance Descriptors
* The number for each group of three performance descriptors
				  is composed of four parts, each part separated by a period:
* the content area (SC for Science),
* the letters PD are for Performance Descriptors,
* the course title, and
* the standard number.
Illustration: SC.PD.C.2 refers to science performance
				  descriptors for Chemistry, content standard 2.
Unique Electronic Numbers (UENs)
Unique Electronic Numbers (or UENs) are numbers that help to
				  electronically identify, categorize and link specific bits of information. Once
				  Policy 2520.35 is available on the Web, each standard, each objective, and each
				  group of five performance descriptors will have a Unique Electronic Number
				  (UEN) that will always remain the same.
The codes printed in Policy 2520.35 form the basis of the
				  UENs. The only additional set of numbers that will be added to each code to
				  formulate its UEN will be a prefix that indicates the year and month that a
				  particular version of Policy 2520.35 is approved by the State Board of
				  Education.
The prefix for the UENs for each content area in Policy
				  2520.35 is noted at the top of each page containing standards, objectives and
				  performance descriptors. As sections of 2520.35 are revised, UENs will be
				  changed to reflect the new approval date.
UENs (Unique Electronic Numbers) are unique numbers that
				  facilitate implementation of WV Standards into Electronic formats such as
				  Databases and XML Files. The WV Department of Education encourages everyone who
				  is going to use the WV Content Standards in any kind of electronic
				  distribution, alignment, or software development to use the UENs so that all
				  efforts can be cross-referenced and there is consistency across
				  initiatives.
Illustration: The UEN for fifth grade science standard #2
				  will be "200602.SC.S.5.2".
Abbreviations
Content Areas
SC
Science
Other Abbreviations
PD
Performance Descriptors
O
Objective
S
Standard (Content Standard)
B
Biology
BII
Biology II
C
Chemistry
CII
Chemistry II
CB
Conceptual Biology
CC
Conceptual Chemistry
CP
Conceptual Physics
E
Earth Science
ENV
Environmental Science
F
Forensic Science
HA
Human Anatomy and Physiology
P
Physics
PII
Physics II
PS
Physical Science
SCIENCE - POLICY 2520.35
The high school science content standards identify what
				  students should know, understand and be able to do in the natural sciences
				  throughout the eighth grade. Because each content standard utilizes the
				  knowledge and skills of other standards, they are designed to be used as an
				  integrated whole. Although material can be added to the content standards,
				  using only a subset of the standards will leave gaps in the students'
				  scientific literacy.
A three-dimensional instructional strategy model must be
				  utilized to address the science curriculum and assure students' depth of
				  understanding and breadth of knowledge in Ninth Grade Science, and Tenth Grade
				  Science. That model uses the nature, content and application of science
				  concepts to develop scientific inquiry and reasoning skills in students.
Standard 1: Nature of Science
The study of science as a human endeavor provides for the
				  acquisition of ideas leading toward the current knowledge base that represents
				  science content. The nature of science encompasses the basic values and beliefs
				  that make up the scientific world view, how scientists go about their work and
				  the general culture of scientific enterprise. Studying historical and current
				  discoveries of scientists and scientific milestones provides students with
				  information about how discoveries have influenced current scientific thought
				  and advancements. Students should understand that the continuous development of
				  scientific knowledge shapes history. The study of the history and nature of
				  science clarifies scientific inquiry and the role of science in the development
				  of world cultures. Students will engage in active inquiry through
				  investigations and hands-on activities a minimum of 50% of the instructional
				  time. Developing scientific literacy requires a learning environment in which
				  students actively participate in meaningful hands-on activities while
				  developing current technology skills. These investigations explore the natural
				  world, require critical thinking and develop process skills. Learning
				  activities are sequenced to shape, modify and develop students' knowledge in
				  order for them to become independent inquirers.
Standard 2: Content of Science
Science subject matter focuses on the scientific facts,
				  concepts, principles, theories and models that are important for all students
				  to know, understand and apply. Through the integration of the fields of science
				  and the development of unifying themes, students will understand the
				  interrelationships among biology, chemistry, physics and the earth sciences.
				  Scientifically literate students will make connections in the formal education
				  setting and will apply their knowledge and skills to daily life experiences.
				  The objectives describe the specific subject matter/concepts that students are
				  to master at each grade level.
Standard 3: Application of Science
Broad unifying themes complement the perspectives presented
				  in the other content standards. These themes are fundamental to understanding
				  and unifying the various science disciplines. Major unifying themes are
				  systems, models and changes. Scientific design and application permits the
				  extension of senses, the enhancement of the knowledge base, transportation of
				  materials and information, synthesizing of new products and the modification of
				  the world. Students must learn to use technology to analyze situations, gather
				  relevant information, generate and evaluate creative ideas, pose tangible
				  solutions and communicate their analyses, results and suggestions concisely.
				  The need to adapt to the rapid changes that are likely to occur in the future
				  makes it imperative that students develop a broad spectrum of
				  technology-related skills and an openness to change. Applying science and
				  technological innovations to personal and social issues such as health,
				  populations, resources and environment helps students to develop
				  decision-making skills. As students expand their conceptual horizons, they
				  should recognize that collective individual actions manifest as societal
				  issues. Students must recognize that society cannot afford to deal only with
				  symptoms; personal and societal actions must be focused on elimination of the
				  causes of problems. Students should recognize that unless imposed by
				  legislation social change involves negotiation among different interest groups.
				  Students must be allowed to encounter and examine social change in a variety of
				  current and historical contexts.
A two-dimensional instructional strategy model must be
				  utilized to address the science curriculum and assure students' depth of
				  understanding and breadth of knowledge in Ninth Grade Physical Science,
				  Biology, Conceptual Biology, Biology II, Chemistry, Conceptual Chemistry,
				  Chemistry II, Physics, Conceptual Physics, Physics II, Earth Science,
				  Environmental Science, and Human Anatomy and Physiology. This model uses the
				  content of science with the nature and application of science to develop
				  scientific inquiry and reasoning skills in students.
Standard 1: Nature and Application of
				  Science
The study of science as a human endeavor provides for the
				  acquisition of ideas leading toward the current knowledge base that represents
				  science content. The nature and application of science encompasses the basic
				  values and beliefs that make up the scientific world view, how scientists go
				  about their work and the general culture of scientific enterprise. Students
				  should understand that the continuous development of scientific knowledge
				  shapes history. Students will engage in active inquiry through investigations
				  and hands-on activities a minimum of 50% of the instructional time using safe
				  procedures and practices. Developing scientific literacy requires a learning
				  environment in which students actively participate in meaningful hands-on
				  activities while developing current technology skills. Scientific design and
				  application permits the extension of senses, the enhancement of the knowledge
				  base, transportation of materials and information, synthesizing of new products
				  and the modification of the world. These investigations explore the natural
				  world, require critical thinking and develop process skills. Learning
				  activities are sequenced to shape, modify and develop students' knowledge in
				  order for them to become independent inquirers. Students must learn to analyze
				  situations, gather relevant information, generate and evaluate creative ideas,
				  pose tangible solutions and communicate their analyses, results and suggestions
				  concisely.
Standard 2: Content of Science
Science subject matter focuses on the scientific facts,
				  concepts, principles, theories and models that are important for all students
				  to know, understand and apply. Through the integration of the fields of science
				  and the development of unifying themes, students will understand the
				  interrelationships among biology, chemistry, physics and the earth sciences.
				  Scientifically literate students will make connections in the formal education
				  setting and will apply their knowledge and skills to daily life experiences.
				  The objectives describe the specific subject matter/concepts that students are
				  to master at each grade level.
The Role of Technology
West Virginia's vision for education includes the integration
				  of technology throughout the curriculum so that all West Virginia students have
				  the opportunity to develop technology skills that support learning and provide
				  the ability to adapt to change. Successful learning environments provide
				  opportunities for students to use education technology interwoven with relevant
				  curricular content. West Virginia teachers are responsible for integrating
				  technology appropriately in the students' learning environment.
Organization of the Science Program of
				  Study
The West Virginia Science Program of Study is drawn from the
				  National Science Education Standards and the Project 2061 Benchmarks to promote
				  a rigorous and challenging science curriculum. Through experiencing a
				  spiraling, inquiry-based program of study, students in grades K-8 will develop
				  foundational knowledge and skills in the physical sciences, the life sciences,
				  and the earth and space sciences. To assure scientific literacy for all
				  students, a coordinated, integrated approach is utilized in grades K-8.
				  Students in the 9th,
				  10th, 11th and
				  12th grades participate in advanced in-depth
				  laboratory-based elective courses designed to expand their conceptual
				  understanding and enhance their research and laboratory skills.
Ninth Grade Physical Science Content Standards and
				  Objectives
The Ninth Grade Physical Science objectives continue
				  the development of foundational knowledge in chemistry, physics, earth science
				  and astronomy. Through a spiraling, inquiry-based program of study, all
				  students will demonstrate scientific literacy and the use of
				  21st Century Skills across these major fields of
				  science. Students will explore occupational opportunities in chemistry,
				  engineering, earth science, and technology and evaluate the required academic
				  preparations. Students will engage in active inquiries, investigations and
				  hands-on activities for a minimum of 50 percent of the instructional time to
				  develop conceptual understanding and research/laboratory skills. Safety
				  instruction is integrated in all activities. Building on the knowledge and
				  skills acquired in Eighth Grade Science, students in Ninth Grade Physical
				  Science will expand and deepen their understanding of major concepts such as
				  energy interactions, chemical changes and earth processes. The West Virginia
				  Standards for 21st Century Learning include the
				  following components: 21st Century Content Standards
				  and Objectives and 21st Century Learning Skills and Technology Tools. All West
				  Virginia teachers are responsible for classroom instruction that integrates
				  learning skills, technology tools and content standards and
				  objectives.
Grade Nine
Physical Science
Standard: 1
Nature and Application of Science
SC.S.PS.1
Students will
* demonstrate an understanding of history and nature
							 of science as a human endeavor encompassing the contributions of diverse
* cultures and scientists.
* demonstrate the ability to use the inquiry process
							 to solve problems.
* relate science-technology-societal issues while
							 using a variety of sources to construct and defend their solutions.
Performance Descriptors SC.PD.PS.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Ninth grade students at the distinguished level in
							 the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments to solve real world problems, analyze data for errors, and
							 base conclusions on observations and experimental evidence; and relate
							 science-technology-societal issues while using a variety of sources to
							 construct solutions and defend their ideas to an authentic audience
Ninth grade students at the above mastery level in
							 the Nature and Applications of Science will:
implement safe practices as they design, conduct, and
							 revise experiments, analyze data for errors, and base conclusions on
							 observations and experimental evidence; and relate science-technology-societal
							 issues while using a variety of sources to construct and defend their
							 solutions.
Ninth grade students at the mastery level in the
							 Nature and Applications of Science will:
implement safe practices as they design, conduct, and
							 revise experiments and base conclusions on observations and experimental
							 evidence, and relate science-technology-societal issues while using a variety
							 of sources to construct and defend their solutions.
Ninth grade students at the partial mastery level in
							 the Nature and Applications of Science will:
implement safe practices as they conduct and revise
							 experiments, then base conclusions on observations and experimental evidence;
							 and relate science-technology-societal issues while using a variety of sources
							 to construct their solutions.
Ninth grade students at the novice level in the
							 Nature and Applications of Science will:
implement safe practices as they conduct experiments
							 and base conclusions on observations and experimental evidence; and relate
							 science-technology-societal issues while using a variety of sources to
							 construct their solutions.
Objectives
Students will
SC.O.PS.1.1
implement safe procedures and practices when
							 manipulating equipment, materials, organisms, and models.
SC.O.PS.1.2
formulate scientific explanations based on historical
							 observations and experimental evidence, accounting for variability in
							 experimental results.
SC.O.PS.1.3
conduct and/or design investigations that incorporate
							 the skills and attitudes and/or values of scientific inquiry (e.g., established
							 research protocol, accurate record keeping, replication of results and peer
							 review, objectivity, openness, skepticism, fairness, or creativity and
							 logic).
SC.O.PS.1.4
design, conduct, evaluate and revise experiments
							 (e.g., compose a question to be investigated, design a controlled investigation
							 that produces numeric data, evaluate the data in the context of scientific laws
							 and principles, construct a conclusion based on findings, propose revisions to
							 investigations based on manipulation of variables and/or analysis of error, or
							 communicate and defend the results and conclusions).
SC.O.PS.1.5
draw conclusions from a variety of data sources to
							 analyze and interpret systems and models (e.g., use graphs and equations to
							 measure and apply variables such as rate and scale, evaluate changes in trends
							 and cycles, or predict the influence of external variances such as potential
							 sources of error, or interpret maps).
SC.O.PS.1.6
investigate, compare and design scientific and
							 technological solutions to address personal and societal problems.
SC.O.PS.1.7
given current science-technology-societal issues,
							 construct and defend potential solutions.
SC.O.PS.1.8
relate societal, cultural and economic issues to key
							 scientific innovations.
SC.O.PS.1.9
synthesize concepts across various science
							 disciplines to better understand the natural world (e.g., form and function,
							 systems, or change over time).
Grade Nine
Physical Science
Standard: 2
Content of Science
SC.S.PS.2
Students will
* demonstrate knowledge understanding and
							 applications of scientific facts, concepts, principles, theories, and models
							 delineated in the objectives.
* demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology, earth/environmental
							 science, and
* astronomy; and apply knowledge, understanding and
							 skills of science subject matter/concepts to daily life.
Performance Descriptors SC.PD.PS.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Ninth grade students at the distinguished level in
							 content of science will:
apply dimensional analysis and metric notations when
							 determining relations, deriving equations, and solving for unknowns;.
predict chemical and physical properties of elements
							 based on electron structure quantitatively distinguish ionic, nonpolar and
							 polar covalent compounds;
predict and verify the identity of observable
							 products of chemical reactions when given the reactants;
quantitatively determine the energy produced during
							 exothermic reactions;
calculate the magnitudes of interacting magnetic
							 fields and build circuits for specified scenarios;
design experiments to determine relationships in the
							 forces and motions of systems, and research and evaluate evidence for theories
							 for the origin and composition of the Earth and solar system and use models of
							 waves and heat transfer to explain changes that occur.
Ninth grade students at the above mastery level in
							 content of science will:
apply dimensional analysis and metric notations when
							 collecting data, determining relationships, and solving for unknowns;
predict chemical and physical properties of elements
							 based on electron structure quantitatively;
determine the oxidation numbers of the elements,
							 balance the equations, and predict the products;
design and conduct an experiment to differentiate
							 between heat and temperature and the present results;
predict and experimentally determine interacting
							 magnetic fields and build circuits for specified scenarios;
extrapolate data to solve for unknown forces and
							 motions in systems, and research and site evidence for theories for the origin
							 of the Earth and solar system and use models of waves and heat transfer to
							 explain their composition and changes that occur
Ninth grade students at the mastery level in content
							 of science will:
apply dimensional analysis and metric notations when
							 collecting data, determining relationships, and solving for unknowns;
characterize the properties of elements, molecules
							 and ionic structures and write formulas and names of ions;
classify and cite evidence for the chemical reactions
							 and apply the Laws of Conservation;
conduct experiments to determine the relationships
							 between molecular motion, kinetic energy, heat, and temperature;
experimentally determine magnetic fields and circuits
							 as they solve for unknowns and determine their relationships;
use Newton's Laws to make predictions and solve for
							 unknown forces and motions in systems, and investigate theories for the origin
							 and composition of the Earth and solar system and use models of waves and heat
							 transfer to explain their composition and changes that occur.
Ninth grade students at the partial mastery level in
							 content of science will:
apply dimensional analysis and metric notations when
							 collecting data, examining relationships, and solving for unknowns;
characterize the properties of elements, molecules
							 and ionic structures and identify chemical names;
classify, describe chemical reactions and apply the
							 Laws of Conservation:
explain the relationships of molecular motion,
							 kinetic energy, heat, and temperature;
experimentally determine and diagram magnetic fields
							 and circuits as they solve for unknowns;
make predictions solve for unknown forces and motions
							 in systems, and diagram the composition of the Earth and solar system and use
							 models of waves and heat transfer to explain changes that occur.
Ninth grade students at the novice level in content
							 of science will:
use the proper units when collecting data and solving
							 for unknowns;
list the properties of elements and ionic structures
							 and identify chemical names;
identify chemical reactions and state the Laws of
							 Conservation;
state relate molecular motion and kinetic energy to
							 heat and temperature;
diagram magnetic fields and circuits as they solve
							 for unknowns;
identify the forces and the motions they cause in
							 systems, and diagram the solar system and use models to describe waves and the
							 heat transfer that occurs on Earth and sun.
Objectives
Students will
SC.O.PS.2.1
apply dimensional analysis and scientific notation in
							 making metric calculations.
SC.O.PS.2.2
predict chemical and physical properties of an
							 element using its position in the periodic table.
SC.O.PS.2.3
collect data to infer the relationships among
							 density, mass and volume and apply to earth models
* plate tectonics
* weather systems
* ocean currents.
SC.O.PS.2.4
relate molecular motion and the amount of kinetic
							 energy to the temperature of a system.
SC.O.PS.2.5
characterize compounds as ionic, nonpolar covalent or
							 polar covalent and distinguish the difference between molecular and ionic
							 structures.
SC.O.PS.2.6
write formulas and name compounds given oxidation
							 numbers of monatomic and polyatomic ions.
SC.O.PS.2.7
determine the coefficients and classify the reaction
							 type of a chemical equation
* synthesis or combination
* decomposition
* single replacement
* double replacement
* combustion.
SC.O.PS.2.8
cite evidence for the occurrence of a chemical
							 reaction from student generated experimental data (e.g., production of color,
							 light, heat, sound, smell, gas, or precipitate).
SC.O.PS.2.9
qualitatively and quantitatively describe the law of
							 conservation of mass/energy
* mechanical
* thermal
* chemical
* electrical
* nuclear.
SC.O.PS.2.10
compare the types of particles liberated in nuclear
							 decay and interpret half-life graphs:
* radiometric dating
* nuclear medicine
* nuclear waste disposal.
SC.O.PS.2.11
experimentally demonstrate the relationship between
							 heat and temperature:
* specific heat
* melting point
* latent heat.
SC.O.PS.2.12
predict, experimentally determine and diagram
							 magnetic fields of magnets.
SC.O.PS.2.13
construct and diagram DC circuits and solve for
							 unknown variables using Ohm's Law and power equations.
SC.O.PS.2.14
qualitatively explain the relationship between
							 electricity and magnetism.
SC.O.PS.2.15
conduct experiments to verify the inverse square
							 relationship between gravity, distance and intensity of light and sound.
SC.O.PS.2.16
experimentally obtain data and apply graphs, vectors
							 and mathematical models to quantify Newton's Laws of motion:
* velocity
* acceleration
* force
* momentum
* time.
SC.O.PS.2.17
conduct an experiment to calculate the mechanical
							 advantages, work in/out and efficiencies of simple machines.
SC.O.PS.2.18
design, conduct and analyze experiments to determine
							 variables affecting the period of pendulums.
SC.O.PS.2.19
differentiate between transverse and longitudinal
							 waves and model examples of each type and relate to water, light and sound
							 waves.
SC.O.PS.2.20
examine seismographic and geologic evidence to
							 determine structure, composition and age of the Earth.
SC.O.PS.2.21
predict and present a weather forecast using a
							 weather map and meteorological data.
SC.O.PS.2.22
analyze latitude, altitude and surface features to
							 predict climatic conditions.
SC.O.PS.2.23
research and organize evidence to support the theory
							 and effects of plate tectonics including:
* density
* force
* mountain building
* fossil
* magnetic evidence.
SC.O.PS.2.24
apply fusion, heat transfer, gravity, and
							 electromagnetism to the sun's evolution and its impact on the solar
							 system.
SC.O.PS.2.25
investigate theories for the origin and configuration
							 of the solar system:
* nebular theory
* Earth-Moon formation
* heliocentric
* geocentric models.
Biology Content Standards and Objectives
Biology is a course designed for students who desire a
				  broader, in-depth study of the content found in many biological fields of
				  endeavor. This course is designed to build upon and extend the Biology
				  concepts, skills, and knowledge from the science program, using skills for the
				  21st Century. Students will explore occupational
				  opportunities in health, engineering, and technology and evaluate the required
				  academic preparations while expanding laboratory skills and experiences.
				  Students will engage in active inquiries, investigations, and hands-on
				  activities for a minimum of 50% of the instructional time to develop conceptual
				  understanding and research/laboratory skills. The West Virginia Standards for
				  21st Century Learning include the following
				  components: 21st Century Content Standards and
				  Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology tools and content
				  standards and objectives.
Grade Ten
Biology
Standard: 1
Nature and Application of Science
SC.S.B.1
Students will
* demonstrate an understanding of history and nature
							 of science as a human endeavor encompassing the contributions of diverse
							 cultures and scientists.
* demonstrate the ability to use the inquiry process
							 to solve problems. Relate science-technology-societal issues while using a
							 variety of sources to construct and defend their solutions.
Performance Descriptors SC.PD.B.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Biology students at the distinguished level in the
							 nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments to solve real world problems, analyze data for errors, and
							 base conclusions on observations and experimental evidence; and relate
							 science-technology-societal issues while using a variety of sources to
							 construct solutions and defend their ideas to an authentic audience.
Biology students at the above mastery level in the
							 nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments, analyze data for errors, and base conclusions on
							 observations and experimental evidence; and relate science-technology-societal
							 issues while using a variety of sources to construct and defend their
							 solutions.
Biology students at the mastery level in the nature
							 and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments and base conclusions on observations and experimental
							 evidence; and relate science-technology-societal issues while using a variety
							 of sources to construct and defend their solutions.
Biology students at the partial mastery level in the
							 nature and applications of science will:
implement safe practices as they conduct and revise
							 experiments, then base conclusions on observations and experimental evidence;
							 and relate science-technology-societal issues while using a variety of sources
							 to construct their solutions.
Biology students at the novice level in the nature
							 and applications of science will:
implement safe practices as they conduct experiments
							 and base conclusions on observations and experimental evidence; and relate
							 science-technology-societal issues while using a variety of sources to
							 construct their solutions.
Objectives
Students will
SC.O.B.1.1
implement safe procedures and practices when
							 manipulating equipment, materials, organisms, and models.
SC.O.B.1.2.
formulate scientific explanations based on historical
							 observations and experimental evidence, accounting for variability in
							 experimental results.
SC.O.B.1.3
conduct and/or design investigations that incorporate
							 the skills and attitudes and/or values of scientific inquiry (e.g., established
							 research protocol, accurate record keeping, replication of results and peer
							 review, objectivity, openness, skepticism, fairness, or creativity and
							 logic).
SC.O.B.1.4
design, conduct, evaluate and revise experiments
							 (e.g., compose a question to be investigated, design a controlled investigation
							 that produces numeric data, evaluate the data in the context of scientific laws
							 and principles, construct a conclusion based on findings, propose revisions to
							 investigations based on manipulation of variables and/or analysis of error, or
							 communicate and defend the results and conclusions).
SC.O.B.1.5
draw conclusions from a variety of data sources to
							 analyze and interpret systems and models (e.g., use graphs and equations to
							 measure and apply variables such as rate and scale, evaluate changes in trends
							 and cycles, or predict the influence of external variances such as potential
							 sources of error, or interpret maps).
SC.O.B.1.6
investigate, compare and design scientific and
							 technological solutions to address personal and societal problems.
SC.O.B.1.7
given current science-technology-societal issues,
							 construct and defend potential solutions.
SC.O.B.1.8
relate societal, cultural and economic issues to key
							 scientific innovations.
SC.O.B.1.9
synthesize concepts across various science
							 disciplines to better understand the natural world (e.g., form and function,
							 systems, or change over time).
Grade Ten
Biology
Standard: 2
Content of Science
SC.S.B.2
Students will
* demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories, and models as
							 delineated in the objectives;
* demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology and the earth and space
							 sciences.
* apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.B.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Biology students at the distinguished level in
							 content of science will:
investigate the chemistry of cellular processes and
							 biological molecules and relate structure to function in various cells and
							 organisms;
analyze the flow of energy in cells, organisms, and
							 the environment;
determine the effectiveness and consequences of
							 asexual or sexual reproduction within a species;
research how scientists experimentally determined the
							 role of tRNA, mRNA, and rRNA as agents in peptide formation and present
							 arguments regarding the potential use and abuse of specific genetic engineering
							 technologies, and research various biomes, analyze the interrelationships of
							 organisms and explain factors the affect coevolution.
Biology students at the above mastery level in
							 content of science will:
investigate the chemistry of cellular processes and
							 biological molecules and relate variations in structures to efficiencies of
							 functions in various cells and organisms;
quantitatively analyze and explain the flow of energy
							 in cells, organisms, and the environment;
analyze cellular reproduction processes and use
							 Mendel's Laws of Genetics to explain variations within species;
create and use DNA and RNA models to explain protein
							 synthesis and mutations, and research various genetic engineering technologies
							 as potential solutions to real world problems, and determine how changing
							 environmental factors disrupt the interrelationships of organisms and affect
							 the carrying capacity of an ecosystem.
Biology students at the mastery level in content of
							 science will:
investigate the chemistry of cellular processes and
							 biological molecules and relate structure to function in various cells,
							 organisms, and viruses;
analyze the flow of energy in cells, organisms, and
							 the environment;
analyze cellular reproduction processes and determine
							 probable offspring by applying Mendel's Laws of Genetics;
use DNA and RNA models to explain protein synthesis,
							 mutations, and gene therapy, and determine how changing environmental factors
							 disrupt the interrelationships of organisms within an ecosystem and alter
							 energy flow.
Biology students at the partial mastery level in
							 content of science will:
describe the chemistry of cellular processes and
							 biological molecules and relate structure to function in various cells and
							 organisms;
diagram and describe the flow of energy in cells,
							 organisms, and the environment;
describe cellular reproduction processes and use
							 Punnett squares to predict outcomes for monohybrid crosses;
use DNA and RNA models to explain replication,
							 transcription and translation, and describe how abiotic variables determine an
							 ecosystem and identify interrelationships between organisms.
Biology students at the novice level in content of
							 science will:
describe the chemistry of cellular processes and
							 biological molecules and define the structures and functions of various cells
							 and organisms;
diagram the flow of energy in cells, organisms, and
							 the environment;
identify the products of cellular reproduction
							 processes and use Punnett squares to predict outcomes for monohybrid
							 crosses;
identify DNA and RNA models and define replication,
							 transcription, and translation, and list biotic and abiotic variables within an
							 ecosystem and identify interrelationships between organisms.
Objectives
Students will
SC.O.B.2.1
investigate and correlate the properties of chemical
							 and biological molecules to their function in biochemical pathways.
SC.O.B.2.2
relate the structure of cellular organelles to their
							 functions and interactions in eukaryotic cells.
SC.O.B.2.3
compare and contrast cell types
* prokaryotic/eukaryotic
* plant/animal
* archaea/bacteria
* various body cells.
SC.O.B.2.4
relate the structure and function of individual body
							 systems to the overall functioning of the organism.
SC.O.B.2.5
predict and assess responses of organisms to internal
							 and environmental stimuli.
SC.O.B.2.6
analyze the chemistry and fluid mosaic model of the
							 cell membrane as they relate to import and export of molecules necessary for
							 life including:
* osmosis
* diffusion
* active transport
* passive transport
* dialysis.
SC.O.B.2.7
quantitatively analyze the flow of energy through
							 cellular processes:
* photosynthesis
* cellular respiration
* fermentation.
SC.O.B.2.8
differentiate mechanisms of homeostasis in living
							 systems (negative and positive feedback).
SC.O.B.2.9
examine the processes of binary fission, mitosis,
							 meiosis and relate them to:
* the number of chromosomes
* production of daughter cells, somatic cells, and
							 gametes
* variations or lack of variations within a
							 species.
SC.O.B.2.10
use Punnett squares to predict genotypic and
							 phenotypic ratios by applying Mendel's Laws of Genetics:
* in monohybrid and dihybrid crosses
* complete dominance
* incomplete dominance
* codominance
* sex-linked traits
* multiple alleles.
SC.O.B.2.11
analyze karyotypes and pedigrees as diagnostic
							 tools.
SC.O.B.2.12
construct and use models of DNA to explain
							 replication and mutations.
SC.O.B.2.13
differentiate the structure and function of
							 messenger, transfer and ribosomal RNA in the process of transcription and
							 translation.
SC.O.B.2.14
research and debate the application of DNA technology
							 in the context of social, ethical, and political issues.
SC.O.B.2.15
evaluate the evidence for natural selection
							 including:
* speciation
* fossil record evidence
* molecular similarities
* homologous structures.
SC.O.B.2.16
evaluate the influence of the historical social
							 context on the development of evolutionary theory.
SC.O.B.2.17
compare morphological, cladistic and other
							 classification systems including domains, kingdoms and other taxa.
SC.O.B.2.18
justify the placement of viruses in classification
							 systems.
SC.O.B.2.19
examine the cycle of viruses and compare disease
							 prevention:
* vaccinations
* vector control
* drug therapy.
SC.O.B.2.20
evaluate environmental factors that affect
							 succession, populations and communities.
SC.O.B.2.21
propose ecosystem models that incorporate
							 interactions of biotic and abiotic environmental variables in biogeochemical
							 cycles.
SC.O.B.2.22
interpret changes in energy as it flows through an
							 ecosystem to illustrate conservation of energy in the energy pyramid, food web,
							 and food chain.
SC.O.B.2.23
analyze interrelationships of organisms within an
							 ecosystem
$ competition
* predation
* Symbiosis
* Commensalism
* Mutualism
* parasitism.
SC.O.B.2.24
analyze graphs, GIS data and traditional maps
							 reflecting changes in population to predict limiting factors in ecosystems as
							 they determine carrying capacity.
Conceptual Biology Content Standards and
				  Objectives
Conceptual Biology is an introductory course designed
				  for students who are interested in the field of technical biology which will
				  give them the scientific knowledge, opportunities to develop the inquiry,
				  problem solving skills, and decision making abilities necessary for their
				  future vocation. Conceptual Biology is an alternative to Biology and is
				  designed to prepare students for entry-level careers, using skills for the
				  21st Century. Students will explore occupational
				  opportunities in health, engineering, and technology and evaluate the required
				  academic preparations while expanding their knowledge and laboratory
				  experiences. The course will provide an in-depth study in the chemical nature
				  of life, cellular functions, microbiology, ecology, biotechnology, zoology and
				  botany with an emphasis on application. Students will engage in active
				  inquiries, investigations, and hands-on activities for a minimum of 50% of the
				  instructional time to develop conceptual understanding and research/laboratory
				  skills. Safety instruction is integrated into all activities. The West Virginia
				  Standards for 21st Century Learning include the
				  following components: 21st Century Content Standards
				  and Objectives and 21st Century Learning Skills and Technology Tools. All West
				  Virginia teachers are responsible for classroom instruction that integrates
				  learning skills, technology tools and content standards and
				  objectives.
Grade Ten
Conceptual Biology
Standard: 1
Nature and Application of Science
SC.S.CB.1
Students will
* demonstrate an understanding of history and nature
							 of science as a human endeavor encompassing the contributions of diverse
							 cultures and scientists.
* demonstrate the ability to use the inquiry process
							 to solve problems.
* relate science-technology-societal issues while
							 using a variety of sources to construct and defend their solutions.
Performance Descriptors SC.PD.CB.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Conceptual Biology students at the distinguished
							 level in the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments to solve real world problems, analyze data for errors, and
							 base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct solutions and defend their ideas to an authentic audience.
Conceptual Biology students at the above mastery
							 level in the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments, analyze data for errors, and base conclusions on
							 observations and experimental evidence, and relate science-technology-societal
							 issues while using a variety of sources to construct and defend their
							 solutions.
Conceptual Biology students at the mastery level in
							 the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments and base conclusions on observations and experimental
							 evidence, and relate science-technology-societal issues while using a variety
							 of sources to construct and defend their solutions.
Conceptual Biology students at the partial mastery
							 level in the nature and applications of science will:
implement safe practices as they conduct and revise
							 experiments, then base conclusions on observations and experimental evidence,
							 and relate science-technology-societal issues while using a variety of sources
							 to construct their solutions.
Conceptual Biology students at the novice level in
							 the nature and applications of science will:
implement safe practices as they conduct experiments
							 and base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct their solutions.
Objectives
Students will
SC.O.CB.1.1
implement safe procedures and practices when
							 manipulating equipment, materials, organisms, and models.
SC.O.CB.1.2
formulate scientific explanations based on historical
							 observations and experimental evidence, accounting for variability in
							 experimental results.
SC.O.CB.1.3
conduct and/or design investigations that incorporate
							 the skills and attitudes and/or values of scientific inquiry (e.g., established
							 research protocol, accurate record keeping, replication of results and peer
							 review, objectivity, openness, skepticism, fairness, or creativity and
							 logic).
SC.O.CB.1.4
design, conduct, evaluate and revise experiments
							 (e.g., compose a question to be investigated, design a controlled investigation
							 that produces numeric data, evaluate the data in the context of scientific laws
							 and principles, construct a conclusion based on findings, propose revisions to
							 investigations based on manipulation of variables and/or analysis of error, or
							 communicate and defend the results and conclusions).
SC.O.CB.1.5
draw conclusions from a variety of data sources to
							 analyze and interpret systems and models (e.g., use graphs and equations to
							 measure and apply variables such as rate and scale, evaluate changes in trends
							 and cycles, or predict the influence of external variances such as potential
							 sources of error, or interpret maps).
SC.O.CB.1.6
investigate, compare and design scientific and
							 technological solutions to address personal and societal problems.
SC.O.CB.1.7
given current science-technology-societal issues,
							 construct and defend potential solutions.
SC.O.CB.1.8
relate societal, cultural and economic issues to key
							 scientific innovations.
SC.O CB.1.9
synthesize concepts across various science
							 disciplines to better understand the natural world (e.g., form and function,
							 systems, or change over time).
Grade Ten
Conceptual Biology
Standard: 2
Content of Science
SC.S.CB.2
Students will
* demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories, and models as
							 delineated in the objectives.
* demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology and the earth and space
							 sciences.
* apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.CB.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Conceptual Biology students at the distinguished
							 level in content of science will:
analyze the chemistry of cellular processes and
							 explain consequences of variations of biological molecules as they relate
							 structure to function in various cells, organisms and viruses;
compare and contrast mechanisms of energy flow in
							 cells, organisms, and the environment;
determine the effectiveness and predict consequences
							 of asexual and sexual reproduction within a species;
trace the history and the importance of the discovery
							 of DNA and RNA structures as they relate to the development modern biological
							 innovations in science;
relate disease controls measures to the viral
							 cycle;
apply genetic principles to predict and calculate
							 population variances and sustainability of ecosystems, and manipulate multiple
							 variables to determine environmental effects and analyze the interdependence of
							 organisms.
Conceptual Biology students at the above mastery
							 level in content of science will:
analyze the chemistry of cellular processes and
							 biological molecules and relate structure to function in various cells,
							 organisms and viruses;
compare mechanisms of energy flow in cells, organisms
							 and the environment;
determine the effectiveness and consequences of
							 asexual and sexual reproduction within a species;
trace the history and the importance of DNA and RNA
							 structures as they relate to modern biological science;
explain events of the viral cycle as they relate to
							 disease transmission;
apply genetic principles to predict long range
							 outcomes of populations, and manipulate multiple variables and analyze changes
							 to determine the interdependence of organisms and their environment.
Conceptual Biology students at the mastery level in
							 content of science will investigate the chemistry of cellular processes and
							 biological molecules and relate structure to function in various cells,
							 organisms, and viruses;
analyze the flow of energy in cells, organisms, and
							 the environment;
determine the effectiveness of asexual and sexual
							 reproduction within a species;
trace the history and the importance of DNA and RNA
							 structures as they relate to everyday life;
predict outcomes from populations applying Mendel's
							 laws;
relate viral cycle to disease control, and use modern
							 evidence to predict and analyze changes in populations as they determine the
							 interdependence of organisms.
Conceptual Biology students at the partial mastery
							 level in content of science will:
describe the chemistry of cellular process and
							 biological molecules, as they relate to function in various cells, organisms
							 and virus;
diagram the flow of energy in cells, organisms and
							 the environment;
compare sexual and asexual reproduction;
create a monohybrid cross with a Punnett
							 square;
recognize the structure of DNA and RNA;
make connections between viral cycles and disease
							 control, and recognize variables affecting interactions of organisms, and
							 identify factors causing changes in populations with their environment.
Conceptual Biology students at the novice level will
							 in content of science will:
recognize different types of cells;
identify that energy input is necessary for all
							 living things;
characterize sexual and asexual reproduction;
complete a simple monohybrid Punnett square;
recognize the general structure of DNA;
relate viruses to the diseases they cause, and
							 recognize changes in organisms, populations, and environment.
Objectives
Students will
SC.O.CB.2.1
relate molecules to their functions in biochemical
							 pathways.
SC.O.CB.2.2
relate the structure of cellular organelles to their
							 functions and interactions in eukaryotic cells.
SC.O.CB.2.3
compare and contrast cell types:
* prokaryotic/eukaryotic
* plant/animal
* various body cells.
SC.O.CB.2.4
incorporate the structure and function of individual
							 body systems to the overall functioning of the organism.
SC.O.CB.2.5
* predict and assess responses of organisms to
							 internal and environmental stimuli:
* homeostasis metabolism
* cyclic behaviors.
SC.O.CB.2.6
correlate the properties of molecules to their
							 movement through biological membranes:
* osmosis
* diffusion.
SC.O.CB.2.7
analyze the flow of energy through cellular
							 processes:
* photosynthesis
* cellular respiration
* fermentation.
SC.O.CB.2.8
apply the absorption spectrum of photosynthetic
							 pigments to the action of spectrum of photosynthesis.
SC.O.CB.2.9
examine the processes of binary fission, mitosis, and
							 meiosis and relate them to:
* the number of chromosomes
* production of daughter cells
* variations or lack of variations within a
							 species.
SC.O.CB.2.10
use Punnett squares to determine genotypic and
							 phenotypic ratios by applying Mendel's Laws of Genetics:
* monohybrid and dihybrid crosses
* complete dominance
* incomplete dominance
* codominance
* sex-linked traits
* multiple alleles.
SC.O.CB.2.11
explore the discovery of DNA and examine the
							 molecular structure of the double helix.
SC.O.CB.2.12
analyze karyotypes and pedigrees as diagnostic
							 tools.
SC.O.CB.2.13
compare and contrast the social, political, and
							 ethical implications of genetic engineering using current DNA
							 technology.
SC.O.CB.2.14
evaluate the evidence of evolution through natural
							 selection
* speciation
* fossil record evidence
* molecular similarities
* homologous structures.
SC.O.CB.2.15
compare morphological and other classification
							 systems including domains, kingdoms and other taxa.
SC.O.CB.2.16
examine the cycle of viruses and compare disease
							 prevention;
* vaccinations
* vector control
* drug therapy.
SC.O.CB.2.17
evaluate forest and wildlife best management
							 practices as they affect succession, populations and communities.
SC.O.CB.2.18
assess the implications of invasive species on native
							 wildlife and their habitat requirements.
SC.O.CB.2.19
interpret changes in energy as it flows through an
							 ecosystem to illustrate conservation of energy in the energy pyramid, food web,
							 and food chain.
SC.O.CB.2.20
characterize complex interactions of organisms with
							 ecosystems based on their niches including interspecific and intraspecific
							 competition and symbiosis.
SC.O.CB.2.21
analyze graphs, GIS data, and traditional maps
							 reflecting changes in populations to predict limiting factors in ecosystems and
							 determine carrying capacity.
SC.O.CB.2.22
predict the effects of human activities on
							 biogeochemical cycles of matter and energy in the biosphere over time:
* water quality
* air quality
* recycling
* climate change
Biology II Content Standards and
				  Objectives
Biology II is an advanced course that is an elective
				  designed for students who have completed Biology or Conceptual Biology and
				  desire an in-depth and rigorous study of the content found in many biological
				  fields of endeavor. This course is designed to build upon and extend the
				  Biology and Conceptual Biology concepts, skills and knowledge from a science
				  program, using skills for the 21st Century. Students
				  interested in health and scientific related careers will evaluate the required
				  academic preparations while building and expanding their laboratory skills and
				  experiences. Students will engage in active inquiries, investigations and
				  hands-on activities for a minimum of 50% of the instructional time to develop
				  conceptual understanding and research/laboratory skills. Safety instruction is
				  integrated into all activities. The West Virginia Standards for
				  21st Century Learning include the following
				  components: 21st Century Content Standards and
				  Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology tools and content
				  standards and objectives.
Grade 11/12
Biology II
Standard: 1
Nature and Application of Science
SC.S.BII.1
Students will
* demonstrate an understanding of history and nature
							 of science as a human endeavor encompassing the contributions of diverse
							 cultures and scientists.
* demonstrate the ability to use the inquiry process
							 to solve problems.
* relate science-technology-societal issues while
							 using a variety of sources to construct and defend their solutions.
Performance Descriptors SC.PD.BII.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Biology II students at the distinguished level in the
							 nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments to solve real world problems, analyze data for errors, and
							 base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct solutions and defend their ideas to an authentic audience.
Biology II students at the above mastery level in the
							 nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments, analyze data for errors, and base conclusions on
							 observations and experimental evidence, and relate science-technology-societal
							 issues while using a variety of sources to construct and defend their
							 solutions.
Biology II students at the mastery level in the
							 nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments and base conclusions on observations and experimental
							 evidence, and relate science-technology-societal issues while using a variety
							 of sources to construct and defend their solutions.
Biology II students at the partial mastery level in
							 the nature and applications of science will:
implement safe practices as they conduct and revise
							 experiments, then base conclusions on observations and experimental evidence,
							 and relate science-technology-societal issues while using a variety of sources
							 to construct their solutions.
Biology II students at the novice level in the nature
							 and applications of science will:
implement safe practices as they conduct experiments
							 and base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct their solutions.
Objectives
Students will
SC.O.BII.1.1
implement safe procedures and practices when
							 manipulating equipment, materials, organisms, and models.
SC.O.BII.1.2
formulate scientific explanations based on historical
							 observations and experimental evidence, accounting for variability in
							 experimental results.
SC.O.BII.1.3
conduct and/or design investigations that incorporate
							 the skills and attitudes and/or values of scientific inquiry (e.g., established
							 research protocol, accurate record keeping, replication of results and peer
							 review, objectivity, openness, skepticism, fairness, or creativity and
							 logic).
SC.O.BII.1.4
design, conduct, evaluate and revise experiments
							 (e.g., compose a question to be investigated, design a controlled investigation
							 that produces numeric data, evaluate the data in the context of scientific laws
							 and principles, construct a conclusion based on findings, propose revisions to
							 investigations based on manipulation of variables and/or analysis of error, or
							 communicate and defend the results and conclusions).
SC.O.BII.1.5
draw conclusions from a variety of data sources to
							 analyze and interpret systems and models (e.g., use graphs and equations to
							 measure and apply variables such as rate and scale, evaluate changes in trends
							 and cycles, or predict the influence of external variances such as potential
							 sources of error, or interpret maps).
SC.O.BII.1.6
investigate, compare and design scientific and
							 technological solutions to address personal and societal problems.
SC.O.BII.1.7
given current science-technology-societal issues,
							 construct and defend potential solutions.
SC.O.BII.1.8
relate societal, cultural and economic issues to key
							 scientific innovations.
SC.O.BII.1.9
synthesize concepts across various science
							 disciplines to better understand the natural world (e.g., form and function,
							 systems, or change over time).
Grade 11/12
Biology II
Standard: 2
Content of Science
SC.S.BII.2
Students will
* demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories, and models as
							 delineated in the objectives; demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology and the earth and space
							 sciences.
* apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.BII.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Biology II students at the distinguished level
							 will:
analyze how size, shape and functional group
							 determines the unique properties of organic molecules;
analyze energy flow of cellular processes and
							 evaluate other compounds with water-like properties and predict whether or not
							 those compounds can be substituted for water in biological systems;
design multiple generation investigations for the
							 application of Mendelian genetics to explanations of phenotypic probabilities
							 and genetic abnormalities;
research and design investigations using the
							 development of technology as it relates to analyzing chromosomal abnormalities
							 and correcting genetic disorders;
examine the evidence that some viruses cause
							 cancer;
interpret the interrelatedness of living organisms
							 through their characteristics and investigate their structures;
explain how the embryonic development of animals
							 provide evidence of a shared ancestry, and examine the roles of innate and
							 learned animal behaviors in the evolution of a species.
Biology II students at the above mastery level
							 will:
correlate size, shape and functional group to unique
							 properties of organic molecules to biochemical pathways;
analyze the interrelationships of energy cycles in
							 different systems and how they affect the energy flow to entropy;
design investigations for the application of
							 Mendelian genetics to explanations of phenotypic probabilities and genetic
							 abnormalities;
research and use the development of technology as it
							 relates to analyzing chromosomal abnormalities and correcting genetic
							 disorders;
compare and contrast historical and current
							 treatments for varying viral infections;
interpret the interrelatedness of living organisms
							 through their characteristics;
examine the common stages of embryonic development of
							 animals, and examine the historical study of innate and learned animal
							 behaviors.
Biology II students at the mastery level will:
correlate functional groups to unique molecules to
							 biochemical pathways;
analyze the value of water in the energy cycles of
							 living systems and its importance in biological systems;
apply Mendelian genetics to explanations of
							 phenotypic probabilities and genetic abnormalities;
use the development of technology as it relates to
							 analyzing chromosomal abnormalities and correcting genetic disorders;
evaluate treatment of viral diseases based on lytic
							 and lysogenic cycles;
classify and analyze living organisms by their
							 characteristics;
survey embryonic development of animals, and examine
							 types of innate and learned animal behaviors.
Biology II students at the below mastery level
							 will:
identify the properties of the functional groups of
							 organic molecules found in biochemical pathways;
trace the flow of energy in condensation and
							 hydrolysis reactions of organic molecules;
understand the application of Mendelian genetics to
							 explanations of phenotypic probabilities and genetic abnormalities;
recognize the use of technology as it relates to
							 analyzing chromosomal abnormalities and correcting genetic disorders;
describe the lytic and lysogenic cycles and the
							 treatments of viral diseases;
describe the differences in living organisms by their
							 characteristics;
outline the embryonic development of animals, and
							 compare and contrast innate and learned animal behaviors.
Biology II students at the novice level will:
list the functional groups of organic molecules in
							 biochemical pathways;
identify condensation and hydrolysis reactions of
							 organic molecules;
identify the application of Mendelian genetics to
							 explanations of phenotypic probabilities and genetic abnormalities;
relate the use of technology as it relates to
							 analyzing chromosomal abnormalities and correcting genetic disorders;
trace the life cycle of viruses and list of the
							 treatments of viral diseases;
list the characteristics of organisms;
list the embryonic development of animals, and
							 identify type of innate behaviors and types of learned animal behaviors.
Objectives
Students will
SC.O.BII.2.1
correlate functional groups to unique properties of
							 organic molecules to biochemical pathways.
SC.O.BII.2.2
describe the transfer of energy during condensation
							 and hydrolysis reactions of organic molecules (e.g., ATP, enzyme substrate and
							 active site).
SC.O.BII.2.3
summarize the electrochemical gradients in various
							 cells and their corresponding environments.
SC.O.BII.2.4
analyze the properties of water and its importance in
							 biological systems:
* polarity
* solubility
* specific heat
* pH
* and buffers.
SC.O.BII.2.5
examine the flow of energy through specific molecules
							 in:
* light dependent and light independent
							 photosynthesis reactions
* glycolysis
* Kreb's cycle
* EPS
* fermentation.
SC.O.BII.2.6
interpret important research leading to the current
							 knowledge of molecular genetics:
* Griffith
* Avery
* Hershey & Chase
* Chargaff
* Franklin & Wilkins
* Waston & Crick.
SC.O.BII.2.7
explain the use of restriction enzymes, vectors,
							 plasmids and probes in recombinant DNA.
SC.O.BII.2.8
conduct and interpret DNA investigations such as RFLP
							 and PCR.
SC.O.BII.2.9
analyze the process of DNA replication
							 including:
* DNA polymerase
* semi-conservative replication
* base-pairing.
SC.O.BII.2.10
apply the processes of transcription and translation
							 to gene expression.
SC.O.BII.2.11
demonstrate the role of DNA in determining phenotype
							 and illustrate ways of controlling and regulating expression and function of
							 genes.
SC.O.BII.2.12
distinguish between chromosomal and gene mutations
							 and their potential effects.
SC.O.BII.2.13
analyze a karyotype to determine chromosomal
							 abnormalities.
SC.O.BII.2.14
predict phenotypic ratios of crosses:
* pleiotropy
* epistasis
* multiple alleles
* polygenic inheritance.
SC.O.BII.2.15
evaluate treatment of viral diseases based on lytic
							 and lysogenic cycles.
SC.O.BII.2.16
analyze the criteria for classifications of
							 protists:
* motility
* cellular structures
* reproduction
* energy sources.
SC.O.BII.2.17
survey the fungi kingdom:
* characteristics
* reproduction
* relationship to humans and the ecosystem.
SC.O.BII.2.18
compare and contrast members of the plant kingdom in
							 terms of their reproductive systems.
SC.O.BII.2.19
compare and contrast members of the animal kingdom in
							 terms of their complexity:
* tissues
* nervous
* digestive systems.
SC.O.BII.2.20
survey embryonic development of animals:
* gastrulation
* development of different body cavities
* and tissues develop from germ layers.
SC.O.BII.2.21
examine types of innate and learned animal
							 behaviors:
* competitive
* reproductive
* social
* cyclic
* communication.
Chemistry Content Standards and
				  Objectives
Chemistry is an advanced level course designed for
				  students who desire a broader, in-depth study of the content found in the
				  science field of chemistry. Chemistry is the study of matter, its composition
				  and its changes. This course is designed to build upon and extend the Chemistry
				  concepts, skills and knowledge from the science program using skills for the
				  21st century. This course is designed to prepare a
				  student for college chemistry, requiring a strong mathematical base. The
				  relationship between chemistry concepts and mathematics will be emphasized.
				  Students will engage in active inquiries, investigations and hands-on
				  activities for a minimum of 50% of the instructional time to develop conceptual
				  understanding and research/laboratory skills as they evaluate the academic
				  requirements and prepare for occupational opportunities in biology, chemistry,
				  engineering, and technology. Safety instruction is integrated into all
				  activities. The West Virginia Standards for 21st
				  Century Learning include the following components:
				  21st Century Content Standards and Objectives and
				  21st Century Learning Skills and Technology Tools. All West Virginia teachers
				  are responsible for classroom instruction that integrates learning skills,
				  technology tools and content standards and objectives.
Grade Eleven
Chemistry
Standard: 1
Nature and Application of Science
SC.S.C.1
Students will
* demonstrate an understanding of history and nature
							 of science as a human endeavor encompassing the contributions of diverse
							 cultures and scientists.
* demonstrate the ability to use the inquiry process
							 to solve problems.
* relate science-technology-societal issues while
							 using a variety of sources to construct and defend their solutions
Performance Descriptors SC.PD.C.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Chemistry students at the distinguished in the nature
							 and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments to solve real world problems, analyze data for errors, and
							 base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct solutions and defend their ideas to an authentic audience.
Chemistry students at the above mastery level in the
							 nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments, analyze data for errors, and base conclusions on
							 observations and experimental evidence, and relate science-technology-societal
							 issues while using a variety of sources to construct and defend their
							 solutions.
Chemistry students at the mastery level in the nature
							 and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments and base conclusions on observations and experimental
							 evidence, and relate science-technology-societal issues while using a variety
							 of sources to construct and defend their solutions.
Chemistry students at the partial mastery level in
							 the nature and applications of science will:
implement safe practices as they conduct and revise
							 experiments, then base conclusions on observations and experimental evidence,
							 and relate science-technology-societal issues while using a variety of sources
							 to construct their solutions.
Chemistry students at novice level in the nature and
							 applications of science will:
imple ment safe practices as they conduct experiments
							 and base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct their solutions.
Objectives
Students will
SC.O.C.1.1
implement safe procedures and practices when
							 manipulating equipment, materials, organisms, and models.
SC.O.C.1.2
formulate scientific explanations based on historical
							 observations and experimental evidence, accounting for variability in
							 experimental results.
SC.O.C.1.3
conduct and/or design investigations that incorporate
							 the skills and attitudes and/or values of scientific inquiry (e.g., established
							 research protocol, accurate record keeping, replication of results and peer
							 review, objectivity, openness, skepticism, fairness, or creativity and
							 logic).
SC.O.C.1.4
design, conduct, evaluate and revise experiments
							 (e.g., compose a question to be investigated, design a controlled investigation
							 that produces numeric data, evaluate the data in the context of scientific laws
							 and principles, construct a conclusion based on findings, propose revisions to
							 investigations based on manipulation of variables and/or analysis of error, or
							 communicate and defend the results and conclusions).
SC.O.C.1.5
draw conclusions from a variety of data sources to
							 analyze and interpret systems and models (e.g., use graphs and equations to
							 measure and apply variables such as rate and scale, evaluate changes in trends
							 and cycles, or predict the influence of external variances such as potential
							 sources of error, or interpret maps).
SC.O.C.1.6
investigate, compare and design scientific and
							 technological solutions to address personal and societal problems.
SC.O.C.1.7
given current science-technology-societal issues,
							 construct and defend potential solutions.
SC.O.C.1.8
relate societal, cultural and economic issues to key
							 scientific innovations.
SC.O.C.1.9
synthesize concepts across various science
							 disciplines to better understand the natural world (e.g., form and function,
							 systems, or change over time).
Grade Eleven
Chemistry
Standard: 2
Content of Science
SC.S.C.2
Students will
* demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories and models as
							 delineated in the objectives.
* demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology, earth/environmental
							 science and astronomy.
* apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.C.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Chemistry students at the distinguished level
							 will:
quantitatively determine the identity of a substance
							 using physical properties such as density, melting points, specific heat,
							 etc;
draw conclusions from historical development of the
							 periodic table and atomic theory to validate modern theories of bonding;
create the correct molecular formula and communicate
							 the correct name for the hydrocarbons construct the appropriate balanced
							 equation for laboratory experiments;
explain from experimental data and appropriate
							 stoichoimetric applications the limiting reactant, excess reactant, and
							 theoretical yield;
determine experimentally the properties of
							 solution;
perform gas stoichiometric calculations;
conduct a neutralization experiment to construct and
							 interpret a titration curve;
design a properly working electrolytic cell based on
							 redox principles, and predict and explain how shifts in equilibrium affect the
							 solubility of a solid.
Chemistry students at the above mastery level
							 will:
qualitatively identify a substance by its physical
							 and chemical properties;
formulate scientific explanations based on historical
							 observations and experimental evidence to explain atomic theory and
							 bonding;
generate the correct molecular formula and/or name
							 for binary, ternary and oxy-acids;
predict the products, write and classify balanced
							 chemical reactions;
apply stoichiometric principles to various chemical
							 conversions;
determine experimentally the effects of temperature,
							 concentration and vapor pressure on solution properties;
perform calculations using the Ideal Gas
							 equation;
conduct a neutralization experiment to determine an
							 unknown molarity;
describe the parts of an electrolytic cell, and
							 calculate the solubility product, Ksp.
Chemistry students at the mastery level will:
classify pure substances by their chemical and
							 physical properties;
relate scientific explanations based on historical
							 observations and experimental evidence to explain atomic theory, bonding,
							 structure and periodic trend generate the correct formula and/or name ionic or
							 molecular compounds;
write and classify balanced chemical
							 reactions;
perform the following "mole" calculations: molarity,
							 percentage composition, empirical and molecular formula, formulas of hydrates
							 and theoretical yield;
determine experimentally the effects of temperature
							 and concentration on solution properties;
perform calculations using the combined gas
							 laws;
compare methods of measuring pH while conducting a
							 neutralization experiment;
apply the appropriate oxidation numbers to balance
							 redox reactions, and identify oxidation numbers to determine electron
							 movement.
Chemistry students at the partial mastery level
							 will:
list the physical properties of a given pure
							 substance;
research atomic theory to locate an atom on the
							 periodic table and to construct models of elements and compounds;
write formulas for/or name simple ionic and molecular
							 compounds write and recognize the types of chemical reactions;
calculate molarity and percentage composition;
determine experimentally the effects of temperature
							 on solution properties and water's role as a solvent;
perform calculations using Boyle's, Charles' or
							 Gay-Lussac's Laws;
define Arrhenius and Bronsted-Lowry acids and select
							 an appropriate indicator given the pH range of a solution;
relate the role of the electron to oxidation numbers,
							 and identify factors that can cause a shift in equilibrium
Chemistry students at the novice level will:
define pure substances and chemical and physical
							 properties;
use the periodic table to produce atomic
							 models;
write formulas for/or name simple binary compounds
							 identify the types of chemical reactions;
calculate basic mole conversions;
define solute, solvent and solution identify
							 pressure, temperature, and volume units;
classify solutions as acidic or basic using pH
							 values;
identify oxidation numbers, and state an equilibrium
							 expression and
K
from a chemical equation.
Objectives
Students will
SC.O.C.2.1
classify pure substances by their chemical and
							 physical properties.
SC.O.C.2.2
research and evaluate contributions to the evolution
							 of the atomic theory.
SC.O.C.2.3
describe atoms using the Quantum Model.
SC.O.C.2.4
produce electron configurations and orbital diagrams
							 for any element on the periodic table and predict the chemical properties of
							 the element from the electron configuration.
SC.O.C.2.5
illustrate Lewis' dot structures for representative
							 (main group) elements.
SC.O.C.2.6
generate the correct formula and/or name for ionic
							 and molecular compounds.
SC.O.C.2.7
analyze periodic trends in atomic size, ionic size,
							 electronegativity, ionization energy and electron affinity.
SC.O.C.2.8
predict the type of bonding that occurs between atoms
							 and characterize the properties of the ionic, covalent or metallic
							 substances.
SC.O.C.2.9
identify oxidation numbers to determine electron
							 movement.
SC.O.C.2.10
construct models to explain the structure and
							 geometry of organic and inorganic molecules.
SC.O.C.2.11
given the reactants, anticipate the products and
							 create balanced equations for the five general types of chemical
							 reactions:
* synthesis or combination,
* decomposition,
* single replacement,
* double replacement and
* combustion.
SC.O.C.2.12
determine experimentally the effects of temperature
							 and concentration on solution properties:
* solubility,
* conductivity,
* density and
* colligative properties.
SC.O.C.2.13
classify reactions as exothermic and endothermic
							 reactions by the direction of heat flow in a chemical reaction.
SC.O.C.2.14
explain the chemical and physical concepts involved
							 in dynamic equilibrium
SC.O.C.2.15
generate mole conversions that demonstrate correct
							 application of scientific notation and significant:
* mass to number of particles,
* number of particles to volume,
* volume to mass.
SC.O.C.2.16
perform calculations using the combined gas
							 laws.
SC.O.C.2.17
perform the following "mole" calculations showing
							 answers rounded to the correct number of significant figures:
* molarity
* percentage composition
* empirical formulas
* molecular formulas
* formulas of hydrates
* mole-mole and mass-mass stoichiometry
* determination of limiting reactant
* theoretical yield.
SC.O.C.2.18
compare and contrast the Arrhenius and Bronsted-Lowry
							 definitions of acids and bases.
SC.O.C.2.19
compare methods of measuring pH:
* indicators
* indicator papers
* pH meters.
SC.O.C.2.20
predict the product of an acid-base reaction.
SC.O.C.2.21
investigate and explain water's role as a solvent
							 based upon principles of polarity of substances.
Conceptual Chemistry Content Standards and
				  Objectives
Conceptual Chemistry is an introductory level course
				  designed for students in the skilled pathway who desire an alternative to a
				  traditional college preparatory course emphasizing real life applications of
				  chemical principles. Mathematical based problem solving is de-emphasized.
				  Conceptual Chemistry is the study of matter, its composition and its changes.
				  Emphasis is placed on the important role chemistry plays in a student's
				  personal life, career opportunities, environment and society while developing
				  21st century skills. Students will engage in active
				  inquiries, investigations and hands-on activities for a minimum of 50% of the
				  instructional time to develop conceptual understanding and research laboratory
				  skills as they evaluate the academic requirements and prepare for occupational
				  opportunities in biology, chemistry, engineering, and technology. Safety
				  instruction is integrated into all activities. The West Virginia Standards for
				  21st Century Learning include the following
				  components: 21st Century Content Standards and
				  Objectives and 21st Century Learning Skills and Technology Tools. All West
				  Virginia teachers are responsible for classroom instruction that integrates
				  learning skills, technology tools and content standards and
				  objectives.
Grade Eleven
Conceptual Chemistry
Standard: 1
Nature and Application of Science
SC.S.CC.1
Students will
* demonstrate an understanding of history and nature
							 of science as a human endeavor encompassing the contributions of diverse
							 cultures and scientists.
* demonstrate the ability to use the inquiry process
							 to solve problems.
* relate science-technology-societal issues while
							 using a variety of sources to construct and defend their solutions
Performance Descriptors SC.PD.CC.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Conceptual Chemistry students at the distinguished in
							 the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments to solve real world problems, analyze data for errors, and
							 base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct solutions and defend their ideas to an authentic audience.
Conceptual Chemistry students at the above mastery
							 level in the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments, analyze data for errors, and base conclusions on
							 observations and experimental evidence, and relate science-technology-societal
							 issues while using a variety of sources to construct and defend their
							 solutions.
Conceptual Chemistry students at the mastery level in
							 the nature and applications of science will:
will implement safe practices as they design,
							 conduct, and revise experiments and base conclusions on observations and
							 experimental evidence, and relate science-technology-societal issues while
							 using a variety of sources to construct and defend their solutions.
Conceptual Chemistry students at the partial mastery
							 level in the nature and applications of science will:
will implement safe practices as they conduct and
							 revise experiments, then base conclusions on observations and experimental
							 evidence, and relate science-technology-societal issues while using a variety
							 of sources to construct their solutions.
Conceptual Chemistry students at the novice level in
							 the nature and applications of science will:
will implement safe practices as they conduct
							 experiments and base conclusions on observations and experimental evidence, and
							 relate science-technology-societal issues while using a variety of sources to
							 construct their solutions.
Objectives
Students will
SC.O.CC.1.1
implement safe procedures and practices when
							 manipulating equipment, materials, organisms, and models.
SC.O.CC.1.2
formulate scientific explanations based on historical
							 observations and experimental evidence, accounting for variability in
							 experimental results.
SC.O.CC.1.3
conduct and/or design investigations that incorporate
							 the skills and attitudes and/or values of scientific inquiry (e.g., established
							 research protocol, accurate record keeping, replication of results and peer
							 review, objectivity, openness, skepticism, fairness, or creativity and
							 logic).
SC.O.CC.1.4
design, conduct, evaluate and revise experiments
							 (e.g., compose a question to be investigated, design a controlled investigation
							 that produces numeric data, evaluate the data in the context of scientific laws
							 and principles, construct a conclusion based on findings, propose revisions to
							 investigations based on manipulation of variables and/or analysis of error, or
							 communicate and defend the results and conclusions).
SC.O.CC.1.5
draw conclusions from a variety of data sources to
							 analyze and interpret systems and models (e.g., use graphs and equations to
							 measure and apply variables such as rate and scale, evaluate changes in trends
							 and cycles, or predict the influence of external variances such as potential
							 sources of error, or interpret maps).
SC.O.CC.1.6
investigate, compare and design scientific and
							 technological solutions to address personal and societal problems.
SC.O.CC.1.7
given current science-technology-societal issues,
							 construct and defend potential solutions.
SC.O.CC.1.8
relate societal, cultural and economic issues to key
							 scientific innovations.
SC.O.CC.1.9
synthesize concepts across various science
							 disciplines to better understand the natural world (e.g., form and function,
							 systems, or change over time).
Grade Eleven
Conceptual Chemistry
Standard: 2
Content of Science
SC.S.CC.2
Students will
* demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories and models as
							 delineated in the objectives.
* demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology, earth/environmental
							 science and astronomy.
* apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.CC.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Conceptual Chemistry student at the distinguished
							 level will:
design and conduct an investigation to compare the
							 conductivity and malleability of metals, nonmetals and metalloids, to separate
							 a mixture, and/or to identify an unknown pure substance using its chemical and
							 physical properties;
predict the behavior of an ideal gas and compare the
							 behaviors of ideal and real gas;
analyze the periodic table to produce and use
							 electron configurations to predict the chemical properties of elements;
generate the correct molecular formula for binary and
							 oxy-acids;
calculate the enthalpy of reactions from balanced
							 equations;
generate complex mole conversions that require three
							 or more conversion factors and perform all calculations that use the mole as a
							 conversion factor;
construct models of organic molecules and apply
							 electronegativity values and molecular shape to classify the molecules as polar
							 or nonpolar;
determine experimentally the properties of solution
							 and identify the intermolecular forces;
conduct a neutralization experiment to construct and
							 interpret a titration curve, and write nuclear equations for fission and fusion
							 reactions.
Conceptual Chemistry student at the above mastery
							 level will:
predict the physical and chemical properties of
							 common objects based on their composition and examine experimentally the
							 methods of separating mixtures;
predict the outcome of changing a variable in a
							 gaseous system by applying the kinetic molecular theory;
analyze the periodic table to compare chemical
							 properties based on changes in electron configuration for elements in a period,
							 and characterize the properties of the ionic, covalent or metallic
							 substances;
generate the correct formula and/or name for simple
							 ionic and molecular compounds and predict the type of bonding;
create balanced equations for the five general types
							 of chemical reactants and classify reactions as exothermic or endothermic
							 reactions;
generate multi-step mole conversions that require
							 three or more conversion factors and perform all calculations that use the mole
							 as a conversion factor;
construct models of organic molecules and apply
							 electronegativity values to classify the bonds as polar or nonpolar;
investigate the solubility of various materials in
							 water and determine experimentally the effects of temperature, concentration
							 and vapor pressure on solution properties;
conduct a neutralization experiment to determine an
							 unknown molarity, and given the initial isotope, write the decay series until a
							 stable isotope is reached.
Conceptual Chemistry student at the mastery level
							 will:
classify matter as pure substance or mixture by
							 listing physical and chemical properties;
use the kinetic molecular theory to explain states of
							 matter and perform calculations using the combined gas laws;
analyze the periodic table to predict trends, to
							 illustrate Lewis' dot structures for representative (main group) elements and
							 to produce and use electron configurations to explain chemical
							 properties;
generate the correct formula and/or name for simple
							 ionic and molecular compounds then characterize the properties of the ionic,
							 covalent or metallic substance formed;
given the reactants, predict the products, balance
							 the equations for the five general types of chemical reactants and classify
							 reactions as exothermic or endothermic reactions;
perform the following "mole" calculations: molarity,
							 percentage composition, empirical and molecular formula, formulas of hydrates
							 and theoretical yield;
construct models to explain the structure and
							 geometry or organic and inorganic molecules;
investigate and explain the water's role as a solvent
							 determine, and experimentally demonstrate the effects of temperature and
							 concentration on solution properties;
compare methods of measuring pH while conducting a
							 neutralization experiment, and given the reactants, write and balance nuclear
							 reactions.
Conceptual Chemistry student at the partial mastery
							 level will:
use position on the periodic table to classify
							 elements and chemical and physical properties to classify compounds and
							 mixtures;
illustrate the states of matter at the molecular
							 level and perform calculation for Boyle's, Charles' and/or Gay- Lussac's
							 law;
use the periodic table to produce an electron
							 configuration, to compare two elements and describe differences in periodic
							 properties, and to match a Bohr model to the Lewis' dot structure for
							 representative elements;
predict the type of bonding that occurs between atoms
							 as ionic or covalent;
given the formulas, place the coefficient to balance
							 chemical equations, and classify reactions as exothermic or endothermic
							 reactions;
write conversion factors and calculate molarity and
							 percentage composition;
differentiate among linear, trigonal planar, and
							 tetrahedral shapes;
describe properties of solutions and illustrate water
							 as a polar molecule;
define Arrhenius and Bronsted-Lowry acids and select
							 an appropriate indicator given the pH range of a solution, and balance nuclear
							 reactions.
Conceptual Chemistry student at the novice level
							 will:
define chemical and physical properties, pure
							 substances and mixtures, metals, nonmetals and metalloids;
define states of matter and identify pressure,
							 temperature and volume units;
use the periodic table to match an element to its
							 group and period, to recognize that placement on the periodic table determines
							 the common ionic charge, and to classify elements as metallic or
							 nonmetallic;
identify the number of valence electrons in atoms of
							 representative metals and nonmetals;
identify the type of chemical reaction, and define
							 exothermic and endothermic reactions;
define the mole; calculate molar mass;
construct ball and stick models for simple
							 molecules;
define solute, solvent and solution, and polarity
							 classify solutions as acidic or basic using pH values, and define alpha, beta
							 and gamma emissions.
Objectives
Students will
SC.O.CC.2.1
classify pure substances by their chemical and
							 physical properties.
SC.O.CC.2.2
classify examples of matter as pure substance or
							 mixture.
SC.O.CC.2.3
compare and contrast the properties of metals,
							 nonmetals and metalloids.
SC.O.CC.2.4
use the kinetic molecular theory to explain states of
							 matter.
SC.O.CC.2.5
perform calculations using the combined gas
							 laws.
SC.O.CC.2.6
produce and use electron configuration to explain
							 chemical properties of elements.
SC.O.CC.2.7
generate the correct formula and/or name for ionic
							 and molecular compounds.
SC.O.CC.2.8
predict the type of bonding that occurs between atoms
							 and characterize the properties of the ionic, covalent or metallic bond
							 formed.
SC.O.CC.2.9
given the reactants, anticipate the products and
							 create balanced equations for the five general types of chemical
							 reactions:
* synthesis or combination
* decomposition
* single replacement
* double replacement
* combustion.
SC.O.CC.2.10
analyze the periodic table to predict trends:
* atomic size
* ionic size
* electronegativity
* ionization energy
* electron affinity
SC.O.CC.2.11
illustrate Lewis' dot structures for representative
							 (main group) elements.
SC.O.CC.2.12
generate mole conversions that demonstrate the
							 ability to convert from one type of quantity to another:
* mass to number of particles
* number of particles to volume
* or volume to mass.
SC.O.CC.2.13
perform the following "mole" calculations:
* molarity
* percentage composition
* empirical and molecular formula
* formulas of hydrates
* theoretical yields.
SC.O.CC.2.14
construct models to explain the structure and
							 geometry of organic and inorganic molecules and the lattice structures of
							 crystals.
SC.O.CC.2.15
determine experimentally the effects of temperature
							 and concentration on solution properties
* solubility
* conductivity
* density
* colligative properties.
SC.O.CC.2.16
compare methods of measuring pH:
* indicators
* indicator papers
* pH meters.
SC.O.CC.2.17
investigate and explain water's role as a solvent
							 based upon principles of polarity of substances.
SC.O.CC.2.18
compare and contrast the Arrhenius and Bronsted-Lowry
							 definitions of acids and bases.
SC.O.CC.2.19
classify reactions as exothermic and endothermic
							 reactions by the direction of heat flow in a chemical reaction.
SC.O.CC.2.20
given the reactants, anticipate the products and
							 create balanced equations for nuclear reactions.
Chemistry II Content Standards and
				  Objectives
Chemistry II is an advanced level course that is an
				  elective designed for students who have completed Chemistry and desire a
				  broader, in-depth study of the content found in the science field of chemistry.
				  Chemistry is the study of matter, its composition and its changes. This course
				  is designed to prepare students to be critical and independent thinkers who are
				  able to function effectively in a scientific and technological society, and to
				  build upon and extend the chemistry concepts, skills and knowledge from the
				  previous chemistry class. This course is designed not only to prepare a student
				  for college chemistry but to make the college chemistry experience much easier
				  as the student will have already studied much of the material reserved for
				  college chemistry at the high school level. Students will engage in active
				  inquiries, investigations and hands-on activities for a minimum of 50% of the
				  instructional time to develop conceptual understanding and research/laboratory
				  skills as they evaluate the academic requirements and prepare for occupational
				  opportunities in biology, chemistry, engineering, and technology. Safety
				  instruction is integrated into all activities. The West Virginia Standards for
				  21st Century Learning include the following
				  components: 21st Century Content Standards and
				  Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology tools and content
				  standards and objectives.
Grade Twelve
Chemistry II
Standard: 1
Nature and Application of Science
SC.S.CII.1
Students will
* demonstrate an understanding of history and nature
							 of science as a human endeavor encompassing the contributions of diverse
							 cultures and scientists.
* demonstrate the ability to use the inquiry process
							 to solve problems.
* relate science-technology-societal issues while
							 using a variety of sources to construct and defend their solutions
Performance Descriptors SC.PD.CII.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Chemistry II students at the distinguished level in
							 the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments to solve real world problems, analyze data for errors, and
							 base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct solutions and defend their ideas to an authentic audience.
Chemistry II students at the above mastery level in
							 the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments, analyze data for errors, and base conclusions on
							 observations and experimental evidence, and relate science-technology-societal
							 issues while using a variety of sources to construct and defend their
							 solutions.
Chemistry II students at the mastery level will in
							 the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments and base conclusions on observations and experimental
							 evidence, and relate science-technology-societal issues while using a variety
							 of sources to construct and defend their solutions.
Chemistry II students at the partial mastery level in
							 the nature and applications of science will:
implement safe practices as they conduct and revise
							 experiments, then base conclusions on observations and experimental evidence,
							 and relate science-technology-societal issues while using a variety of sources
							 to construct their solutions.
Chemistry II students at the novice level in the
							 nature and applications of science will:
implement safe practices as they conduct experiments
							 and base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct their solutions.
Objectives
Students will
SC.O.CII.1.1
implement safe procedures and practices when
							 manipulating equipment, materials, organisms, and models.
SC.O.CII.1.2
formulate scientific explanations based on historical
							 observations and experimental evidence, accounting for variability in
							 experimental results.
SC.O.CII.1.3
conduct and/or design investigations that incorporate
							 the skills and attitudes and/or values of scientific inquiry (e.g., established
							 research protocol, accurate record keeping, replication of results and peer
							 review, objectivity, openness, skepticism, fairness, or creativity and
							 logic).
SC.O.CII.1.4
design, conduct, evaluate and revise experiments
							 (e.g., compose a question to be investigated, design a controlled investigation
							 that produces numeric data, evaluate the data in the context of scientific laws
							 and principles, construct a conclusion based on findings, propose revisions to
							 investigations based on manipulation of variables and/or analysis of error, or
							 communicate and defend the results and conclusions).
SC.O.CII.1.5
draw conclusions from a variety of data sources to
							 analyze and interpret systems and models (e.g., use graphs and equations to
							 measure and apply variables such as rate and scale, evaluate changes in trends
							 and cycles, or predict the influence of external variances such as potential
							 sources of error, or interpret maps).
SC.O.CII.1.6
investigate, compare and design scientific and
							 technological solutions to address personal and societal problems.
SC.O.CII.1.7
given current science-technology-societal issues,
							 construct and defend potential solutions.
SC.O.CII.1.8
relate societal, cultural and economic issues to key
							 scientific innovations.
SC.O.CII.1.9
synthesize concepts across various science
							 disciplines to better understand the natural world (e.g., form and function,
							 systems, or change over time).
Grade Twelve
Chemistry II
Standard: 2
Content of Science
SC.O.CII.2
Students will
* demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories and models as
							 delineated in the objectives.
* demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology, earth/environmental
							 sciences and astronomy.
* apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.CII.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Chemistry II students at the distinguished level
							 will:
utilize VSEPR theory to make predictions about
							 valence bonds that can be used to compare and contrast binding forces;
justify the ideal gas laws on the basis of the
							 kinetic-molecular theory;
predict theoretical yield, limiting reactant, excess
							 reactant, percent yield, and experimental error from a designed experiment that
							 includes the appropriate stoichiometric applications;
design an experiment to illustrate the effect of
							 changing concentration on the colligative properties of solutions, change of
							 state, and molar mass;
evaluate systems based on the physical and chemical
							 dynamic equilibrium concepts that include equilibrium constants and system
							 directional change according to Le Chatelier's principle;
design an effective battery using the voltage
							 calculated from the Nernst equation;
design and conduct experiments to collect and
							 graphically analyze data to investigate reaction rate and predict reactant
							 order;
design and conduct experiments to experimentally and
							 mathematically demonstrate the first and second law of thermodynamics including
							 the reaction spontaneity;
calculate and explain the relationships among weak
							 acids, pH, pOH, pK, Ka, Kb,
							 Kw, ionization constants, and percent ionization,
							 Ksp;
prove the presence of specific cations and anions in
							 an unknown mixture through experimental data;
solve complex problems involving radioactive decay
							 and write nuclear equations for decay, fission, and fusion;
perform calculations involving the addition of a
							 strong acid or base to a buffer; experimentally justify the hydrolysis of a
							 salt and equivalence point of a titration curve, and evaluate organic
							 structures and compounds based on functional groups.
Chemistry II students at the above mastery level
							 will:
utilize VSEPR theory to explain valence
							 bonding;
and the types of binding forces;
assess the ideal gas laws on the basis of the
							 kinetic-molecular theory;
explain from experimental data and appropriate
							 stoichoimetric applications the limiting reactant, excess reactant, and
							 theoretical yield;
evaluate experiments that effect colligative
							 properties and states of matter by changing concentration;
illustrate physical and chemical dynamic equilibrium
							 concepts by calculating equilibrium constants and applying Le Chatelier's
							 principle to predict system change:
predict the voltage using the Nernst equation and use
							 this to compare chemical cells;
demonstrate reactant order, rate constants, reaction
							 rate laws, rate calculations and predict the effect of temperature on rate
							 changes;
demonstrate experimentally and mathematically
							 applications of Hess's Law, spontaneous reactions, and the second law of
							 thermodynamics;
explain weak electrolytes, ionization constants, and
							 percent ionization;
design a qualitative analysis for an unknown
							 mixture;
investigate the similarities and differences between
							 radioactive processes, nuclear fission, and fusion;
predict the pH of a salt from its formula then
							 calculate the pH of the salt; write the reaction of hydrolyzed salt;
interpret the effect of a buffer on an aqueous
							 system, and differentiate, classify and characterize simple organic functional
							 groups and compounds.
Chemistry II students at the mastery level
							 will:
investigate valence bonds and binding forces;
interpret the ideal gas laws on the basis of the
							 kinetic-molecular theory;
perform stoichiometric calculations utilizing
							 Avogadro's concepts, significant figures, and mathematical applications for
							 molar mass, theoretical yield, and limiting reactant;
explain by concentration calculations the effect of
							 changing concentration on the colligative properties of solutions and on
							 changes of state;
explain the physical and chemical dynamic equilibrium
							 concepts through calculation of equilibrium constants and application of Le
							 Chatelier's principle;
identify oxidation numbers for the ions that are used
							 to calculate the electron movement in a redox reaction and calculate the
							 voltage using the Nernst equation;
determine reactant order, rate constants, and
							 reaction rate laws using rate calculation and describe the effect of
							 temperature on rate changes;
determine the heat of formation, heat of reaction,
							 heat of vaporization and heat of fusion while using applications of Hess's Law
							 and use the second law of thermodynamics;
identify weak electrolytes, pH, pOH, pK,
							 Ka, Kb,
							 Kw, Ksp and calculate pH and pOH;
							 measure pH with indicator papers and electronic meters;
analyze a solution that contains known cations and a
							 solution that contains known anions;
express radioactive decay in an equation format and
							 solve simple problems for the half-life of an isotope;
identify the components of a buffer and the use of
							 buffers, and recognize and classify simple organic functional groups.
Chemistry II students at the partial mastery level
							 will:
match types of bonding forces including all that
							 contain valence bonds;
explain the ideal gas laws on the basis of the
							 kinetic-molecular theory;
perform stoichiometric calculations utilizing
							 Avogadro's concepts, significant figures, and mathematical applications for
							 molar mass, theoretical yield, and limiting reactant;
calculate molar mass and concentration then describe
							 the effect of changing concentration on colligative properties and change of
							 state:
describe the physical and chemical dynamic
							 equilibrium concepts that include the calculation of equilibrium constants and
							 Le Chatelier's principle;
use oxidation numbers for ions in a compound to
							 calculate the electron movement in a redox reaction and calculate the voltage
							 using the Nernst equation;
estimate reactant order using rate constants,
							 reaction rate laws, rate calculations, and temperature's influence on rate
							 changes;
state the second law of thermodynamics and
							 applications of Hess's Law that include calculations of the free energy of
							 formation and the free energy of reaction;
identify weak electrolytes, pH, pOH, pK,
							 Ka, Kb,
							 Kw, Ksp and calculate pH and pOH;
							 measure pH with indicator papers and electronic meters;
construct a data table for cation and anion
							 analysis;
categorize by using the properties of the different
							 types of radiation emitted during radioactive decay;
identify salts that undergo hydrolysis and match the
							 reaction for the ion with water; interpret a titration curve to identify the
							 equivalence point, and identify simple organic functional groups and
							 compounds.
Chemistry II students at the novice level
							 will:
describe valence bonds and types of binding
							 forces;
state the ideal gas laws and describe their basis on
							 kinetic molecular theory;
calculate theoretical yield that is expressed in
							 correct significant figures and determine the molar mass, theoretical yield,
							 and limiting reactant;
match molar mass and the effect of concentration
							 changes on colligative properties and changes of state;
define physical and chemical dynamic equilibrium
							 concepts, equilibrium constants and Le Chatelier's principle;
recognize the oxidation numbers for ions in a
							 compound used to calculate the electron movement in a redox reaction and match
							 the voltage using the Nernst equation;
match reactant order, rate constants, or reaction
							 rate laws, calculate the rate of reaction and describe the effect of
							 temperature on rate changes;
identify Hess's Law and the dependence of free energy
							 on enthalpy and entropy changes:
define weak electrolytes, pH, pOH, pK,
							 Ka, Kb,
							 Kw, Ksp; calculate pH and pOH and
							 measure pH with indicator papers or electronic meters;
identify the colors of specific cation and anion
							 precipitates;
identify a nuclear equation and generally describe
							 radioactive decay;
identify the equivalence point on a titration curve,
							 and match simple organic functional groups and compounds.
Objectives
Students will
SC.O.CII.2.1
identify types of binding forces such as:
* ionic
* covalent
* metallic
* van der Waals forces (including London)
and relate binding forces to state, structure, and
							 properties of matter.
SC.O.CII.2.2
investigate the valence bond including the concepts
							 of:
* hybridization of orbitals
* resonance
* formation of sigma and pi bonds and demonstrate an
							 understanding of the VSEPR theory.
SC.O.CII.2.3
apply the principles of chemical reactivity, products
							 of chemical reactions, and relationships on periodic table to predict the ions
							 in a descriptive chemistry experiment.
SC.O.CII.2.4
interpret the ideal gas laws on the basis of the
							 kinetic-molecular theory.
SC.O.CII.2.5
relate Avogadro's hypothesis and its relation to the
							 mole concept.
SC.O.CII.2.6
define changes of state, including critical
							 temperatures and triple points, based on the kinetic molecular theory.
SC.O.CII.2.7
calculate concentration and explain the effect of
							 changing concentration on the colligative properties of solutions.
SC.O.CII.2.8
identify oxidation numbers for ions and for any
							 element in a compound to calculate the electron movement in a redox reaction
							 and calculate the voltage using the Nernst equation.
SC.O.CII.2.9
explain physical and chemical dynamic concepts;
							 calculate equilibrium constants Kp,
							 Kc, Ksp,
							 Ka, and apply Le Chatelier's principle.
SC.O.CII.2.10
use experimental data and graphical analysis to
							 determine reactant order, rate constants, and reaction rate laws, calculate the
							 rate of reaction and explain the effect of temperature on rate changes.
SC.O.CII.2.11
determine the heat of formation, heat of reaction,
							 heat of vaporization and heat of fusion; apply Hess's Law.
SC.O.CII.2.12
using the second law of thermodynamics, calculate the
							 free energy of formation, free energy of reaction and the dependence of free
							 energy on enthalpy and entropy changes.
SC.O.CII.2.13
perform all calculations with attention given to
							 significant figures, precision of measured values, and the use of logarithmic
							 and exponential relationships.
SC.O.CII.2.14
calculate molar masses from gas density,
							 freezing-point, and boiling-point measurements.
SC.O.CII.2.15
experimentally determine the properties of
							 acids:
* identify weak electrolytes;
* define pH, pOH, pK, Ka,
							 Kb, Kw, ionization constant,
							 percent ionization, Ksp;
* calculate pH and pOH;
* measure pH with indicator papers and electronic
							 meters;
* recognize salts that undergo hydrolysis
* write a reaction for the ion with water
* interpret a titration curve to identify the
							 equivalence point and
* calculate the range of a buffer.
SC.O.CII.2.16
perform stoichiometric calculations to produce values
							 for theoretical yield and to decide the limiting reactant of a given chemical
							 reaction.
SC.O.CII.2.17
recognize simple organic functional groups and
							 classify simple organic compounds by name.
SC.O.CII.2.18
given the reactants, anticipate the products and
							 create balanced equations for nuclear reactions.
Earth Science Content Standards and
				  Objectives
Earth Science is an advanced level lab course that is
				  an elective designed for students who desire a broader understanding of the
				  fundamentals of earth science and includes geology, oceanography, meteorology
				  and astronomy. This course is designed to build on knowledge, skills, and
				  dispositions developed during the science progression, which included the
				  traditional disciplines of biology, chemistry, and physics where appropriate.
				  Students will engage in active inquiries, investigations and hands-on
				  activities for a minimum of 50% of the instructional time to develop conceptual
				  understanding and research/laboratory skills as they evaluate the academic
				  requirements and prepare for occupational opportunities in geology, astronomy,
				  astronomy, and ecology. Safety instruction is integrated into all activities.
				  The West Virginia Standards for 21st Century
				  Learning include the following components: 21st
				  Century Content Standards and Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology tools and content
				  standards and objectives.
High School
Earth Science
Standard: 1
Nature and Application of Science
SC.S.ES.1
Students will
* demonstrate an understanding of history and nature
							 of science as a human endeavor encompassing the contributions of diverse
							 cultures and scientists.
* demonstrate the ability to use the inquiry process
							 to solve problems.
* relate science-technology-societal issues while
							 using a variety of sources to construct and defend their solutions
Performance Descriptors SC.PD.ES.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Earth Science students at the distinguished level in
							 the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments to solve real world problems, analyze data for errors, and
							 base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct solutions and defend their ideas to an authentic audience.
Earth Science students at the above mastery level in
							 the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments, analyze data for errors, and base conclusions on
							 observations and experimental evidence, and relate science-technology-societal
							 issues while using a variety of sources to construct and defend their
							 solutions.
Earth Science students at the mastery level in the
							 nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments and base conclusions on observations and experimental
							 evidence, and relate science-technology-societal issues while using a variety
							 of sources to construct and defend their solutions.
Earth Science students at the partial mastery level
							 in the nature and applications of science will:
implement safe practices as they conduct and revise
							 experiments, then base conclusions on observations and experimental evidence,
							 and relate science-technology-societal issues while using a variety of sources
							 to construct their solutions.
Earth Science students at the novice level in the
							 nature and applications of science will:
implement safe practices as they conduct experiments
							 and base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct their solutions.
Objectives
Students will
SC.O.ES.1.1
implement safe procedures and practices when
							 manipulating equipment, materials, organisms, and models.
SC.O.ES.1.2
formulate scientific explanations based on historical
							 observations and experimental evidence, accounting for variability in
							 experimental results.
SC.O.ES.1.3
conduct and/or design investigations that incorporate
							 the skills and attitudes and/or values of scientific inquiry (e.g., established
							 research protocol, accurate record keeping, replication of results and peer
							 review, objectivity, openness, skepticism, fairness, or creativity and
							 logic).
SC.O.ES.1.4
design, conduct, evaluate and revise experiments
							 (e.g., compose a question to be investigated, design a controlled investigation
							 that produces numeric data, evaluate the data in the context of scientific laws
							 and principles, construct a conclusion based on findings, propose revisions to
							 investigations based on manipulation of variables and/or analysis of error, or
							 communicate and defend the results and conclusions).
SC.O.ES.1.5
draw conclusions from a variety of data sources to
							 analyze and interpret systems and models (e.g., use graphs and equations to
							 measure and apply variables such as rate and scale, evaluate changes in trends
							 and cycles, or predict the influence of external variances such as potential
							 sources of error, or interpret maps).
SC.O.ES.1.6
investigate, compare and design scientific and
							 technological solutions to address personal and societal problems.
SC.O.ES.1.7
given current science-technology-societal issues,
							 construct and defend potential solutions.
SC.O.ES.1.8
relate societal, cultural and economic issues to key
							 scientific innovations.
SC.O.ES.1.9
synthesize concepts across various science
							 disciplines to better understand the natural world (e.g., form and function,
							 systems, or change over time).
High School
Earth Science
Standard: 2
Content of Science
SC.S.ES.2
Students will
* demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories and models as
							 delineated in the objectives.
* demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology, earth/environmental
							 science and astronomy.
* apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.ES.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Earth Science students at the distinguished level of
							 science content will:
investigate and evaluate geological evidence related
							 to the structures, origin, and age of the Earth;
assess evidence and use it to explain the
							 significance of processes that have caused slow and rapid changes to the
							 Earth's surface;
relate meteorological evidence to weather phenomena
							 and forecasting; experimentally determine the factors that affect climate; and
							 debate global climatic change issues;
use models and mathematical calculations to explain
							 how the principles of physics and chemistry are used to determine the movements
							 and compositions of structures within the solar system and universe, and
							 research and debate solutions to ecological, economical, and societal
							 conflicts.
Earth Science students at the above mastery level of
							 science content will:
investigate and analyze geological evidence related
							 to the structures, origin, and age of the Earth;
examine evidence and use it to explain the
							 significance of processes that have caused slow and rapid changes to the
							 Earth's surface;
relate meteorological evidence to weather phenomena
							 and forecasting; explain the factors that affect climate; and evaluate evidence
							 about global climatic changes;
use models to explain how the principles of physics
							 and chemistry are used to determine the movements and composition of structures
							 within the solar system and universe, and research propose solutions to
							 ecological, economical, and societal conflicts.
Earth Science students at the mastery level of
							 science content will:
investigate geological evidence related to the
							 structures, origin, and age of the Earth;
investigate the processes and explain the
							 significance of the slow and rapid changes of the Earth's surface;
use meteorological tools and technology to gather
							 data as they make forecasts and explain weather phenomena; describe the factors
							 that affect climate; and assess evidence related to global climatic
							 changes;
use models to relate principles of physics and
							 chemistry to the movements and composition of structures within the solar
							 system and universe, and research and evaluate factors ecological, economical,
							 and societal conflicts.
Earth Science students at the partial mastery level
							 of science content will:
will describe geological structures and the origin
							 and age of the Earth;
explain the processes that have caused slow and rapid
							 changes to the Earth's surface;
use meteorological tools to gather data as they make
							 forecasts and explain weather phenomena; list factors that affect climate; and
							 research evidence about global climatic changes;
use diagrams and models to explain the movements and
							 composition of structures within the solar system and universe, and research
							 and describe factors related to ecological, economical, and societal
							 conflicts.
Earth Science students at the novice level of science
							 content will:
identify Earth's structures and state the age of the
							 Earth;
describe slow and rapid changes of the Earth's
							 surface;
use meteorological tools gather data and make weather
							 forecasts; list factors that affect climate; and describe global climatic
							 changes;
use diagrams and models to identify structures within
							 the solar system and universe, and list ecological, economical, and societal
							 conflicts related to Earth Science.
Objectives
Students will
SC.O.ES.2.1
identify and describe the structure, origin, and
							 evolution of the lithosphere, hydrosphere, atmosphere and biosphere.
SC.O.ES.2.2
analyze seismic, density, gravity, and magnetic data
							 to explain the structure of the earth.
SC.O.ES.2.3
characterize the eras, epochs and periods in relation
							 to earth history and geologic development.
SC.O.ES.2.4
analyze radiometric dating and rock and fossil
							 evidence to determine the age of substances.
SC.O.ES.2.5
use chemical and physical properties to distinguish
							 between common minerals and explain their economic uses.
SC.O.ES.2.6
use rock characteristics to predict paleoenvironments
							 or geologic conditions which existed during the formation of a given rock
							 sample.
SC.O.ES.2.7
investigate and describe the properties of water,
							 which contribute to its critical role in physical and chemical
							 weathering.
SC.O.ES.2.8
compare and contrast the effectiveness of agents and
							 processes of degradation:
* weathering by gravity
* wind
* water
* ice
SC.O.ES.2.9
predict geologic activity associated with specific
							 plate boundaries and interactions.
SC.O.ES.2.10
analyze modern and historical seismic information to
							 determine epicenter location and magnitude of earthquakes.
SC.O.ES.2.11
evaluate current explanations for mechanisms, which
							 drive the motion of plates (convection, slab-pull, plate push).
SC.O.ES.2.12
relate the effect of degradation and tectonic forces
							 on the earth's surface features:
* weathering
* physical features of the ocean floor
* life with the oceans.
SC.O.ES.2.13
construct and/or interpret information on topographic
							 maps.
SC.O.ES.2.14
identify and describe chemical and physical
							 properties of oceans:
* composition
* currents
* physical features of the ocean floor.
SC.O.ES.2.15
compare and contrast characteristics of the various
							 oceans, including their lateral and vertical motions.
SC.O.ES.2.16
analyze the evolution of the ocean floor.
* ocean crust
* sedimentation
* active and passive continental margins.
SC.O.ES.2.17
examine the stratification of the oceans:
* temperature
* salinity zones
* biological zones.
SC.O.ES.2.18
investigate to explain heat transfer in the
							 atmosphere and its relationship to meteorological processes:
* pressure
* winds
* evaporation
* condensation
* precipitation.
SC.O.ES.2.19
predict the effects of ocean currents on
							 climate.
SC.O.ES.2.20
use meteorological evidence and weather maps to
							 forecast weather::
* air masses
* wind
* barometric pressure
* temperature data.
SC.O.ES.2.21
examine global change over time:
* climatic trends
* global warming
* ozone depletion.
SC.O.ES.2.22
apply Newton's Law of Universal Gravitation to the
							 motion of celestial objects to explain phenomenon observed in the
							 sun-earth-moon system.
SC.O.ES.2.23
analyze several origin theories of the solar system
							 and universe and use them to explain the celestial bodies and their
							 movements.
SC.O.ES.2.24
compare ancient and modern methods of studying and
							 uses for astronomy
* calendar
* navigation.
SC.O.ES.2.25
Use various wavelengths of the electromagnetic
							 spectrum to investigate the observable universe.
SC.O.ES.2.26
compare the relationship between earth processes and
							 natural disasters with their impact on humans.
SC.O.ES.2.27
evaluate the potential conflicts, which arise between
							 societal reliance on natural resources and the need to act as responsible
							 stewards to reclaim the earth, including disposal of hazardous and
							 non-hazardous waste.
SC.O.ES.2.28
research alternative energy sources and evaluate the
							 ecological, environmental and economic cost-benefit ratio.
Environmental Science Content Standards and
				  Objectives
Environmental Science is an elective, advanced level
				  lab course which builds on foundational knowledge of the chemical, physical,
				  biological, geological processes and focuses on the natural world. Through an
				  inquiry-based program of study, all students will demonstrate environmental
				  literacy as they explore the economic, social, political, and ecological
				  interdependence in urban and rural areas. Students will synthesize information
				  and experiences across disciplines as they acquire knowledge, values, and
				  skills needed to protect and improve the environment. Students will engage in
				  active inquiries, investigations and hands-on activities for a minimum of 50
				  percent of the instructional time to develop conceptual understanding and
				  research/laboratory skills. Safety instruction is integrated in all activities.
				  The West Virginia Standards for 21st Century
				  Learning include the following components: 21st
				  Century Content Standards and Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology tools and content
				  standards and objectives.
Grade 11
Environmental Science
Standard: 1
Nature and Application of Science
SC.S.ENV.1
Students will
* demonstrate an understanding of history and nature
							 of science as a human endeavor encompassing the contributions of diverse
							 cultures and scientists.
* demonstrate the ability to use the inquiry process
							 to solve problems.
* relate science-technology-societal issues while
							 using a variety of sources to construct and defend their solutions.
Performance Descriptors SC.PD.ENV.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Environmental students at the distinguished level in
							 the nature and application of science will:
implement safe practices as they design, conduct, and
							 revise experiments to solve real world problems, analyze data for errors, and
							 base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct solutions and defend their ideas to an authentic audience.
Environmental students at the above mastery level in
							 the nature and application of science will:
implement safe practices as they design, conduct, and
							 revise experiments, analyze data for errors, and base conclusions on
							 observations and experimental evidence, and relate science-technology-societal
							 issues while using a variety of sources to construct and defend their
							 solutions.
Environmental students at the mastery level in the
							 nature and application of science will:
implement safe practices as they design, conduct, and
							 revise experiments and base conclusions on observations and experimental
							 evidence, and relate science-technology-societal issues while using a variety
							 of sources to construct and defend their solutions.
Environmental students at the partial mastery level
							 in the nature and application of science will:
implement safe practices as they conduct and revise
							 experiments, then base conclusions on observations and experimental evidence,
							 and relate science-technology-societal issues while using a variety of sources
							 to construct their solutions.
Environmental students at the novice level in the
							 nature and application of science will:
implement safe practices as they conduct experiments
							 and base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct their solutions.
Objectives
Students will
SC.O.ENV.1.1
implement safe procedures and practices when
							 manipulating equipment, materials, organisms, and models.
SC.O.ENV.1.2
formulate scientific explanations based on historical
							 observations and experimental evidence, accounting for variability in
							 experimental results.
SC.O.ENV.1.3
conduct and/or design investigations that incorporate
							 the skills and attitudes and/or values of scientific inquiry (e.g., established
							 research protocol, accurate record keeping, replication of results and peer
							 review, objectivity, openness, skepticism, fairness, or creativity and
							 logic).
SC.O.ENV.1.4
design, conduct, evaluate and revise experiments
							 (e.g., compose a question to be investigated, design a controlled investigation
							 that produces numeric data, evaluate the data in the context of scientific laws
							 and principles, construct a conclusion based on findings, propose revisions to
							 investigations based on manipulation of variables and/or analysis of error, or
							 communicate and defend the results and conclusions).
SC.O.ENV.1.5
draw conclusions from a variety of data sources to
							 analyze and interpret systems and models (e.g., use graphs and equations to
							 measure and apply variables such as rate and scale, evaluate changes in trends
							 and cycles, or predict the influence of external variances such as potential
							 sources of error, or interpret maps).
SC.O.ENV.1.6
investigate, compare and design scientific and
							 technological solutions to address personal and societal problems.
SC.O.ENV.1.7
given current science-technology-societal issues,
							 construct and defend potential solutions.
SC.O.ENV.1.8
relate societal, cultural and economic issues to key
							 scientific innovations.
SC.O.ENV.1.9
synthesize concepts across various science
							 disciplines to better understand the natural world (e.g., form and function,
							 systems, or change over time).
Grade Nine
Environmental Science
Standard: 2
Content of Science
SC.S.ENV.2
Students will
* demonstrate knowledge understanding and
							 applications of scientific facts, concepts, principles, theories, and models
							 delineated in the objectives.
* demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology, earth/environmental
							 science, and astronomy; and apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life.
Performance Descriptors SC.PD.ENV.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Environmental students at the distinguished level
							 will:
analyze natural and human influences on the rate
							 elements cycle through the ecosphere;
predict how changes in the availability and use of
							 natural resources will affect society-
evaluate costs and benefits;
analyze population dynamics relative to biodiversity,
							 invasive species, and population growth factors;
evaluate impact of various treaties and laws on
							 society and global systems;
debate national and international clean water
							 agreements; and when given a scenario, determine the best solid waste
							 management method, justify the selection.
Environmental students at the above mastery level
							 will:
compare and contrast the rate elements cycle through
							 the ecosphere, explain how the chemical components fit biogeochemical
							 cycling;
assess how changes in the availability and use of
							 natural resources will affect human activities;
research and evaluate legislation protecting
							 ecosystems;
critique climate change issues and arguments;
analyze cause and effect relationships of pollutants
							 on surface and ground water resources; and classify soils by their
							 characteristics and evaluate best practices for agriculture to minimize water
							 pollution.
Environmental students at the mastery level
							 will:
explain biogeochemical cycles describing influences
							 on reaction rates between biological and physical processes;
analyze and evaluate energy sources and energy
							 generation and assess how natural resources can be sustained through
							 technological advances;
explain factors effecting population dynamics, trace
							 the flow of energy through living systems, assess the effect of invasive
							 species, and compare legislation protecting ecosystems;
investigate and explain climate effects on biomes,
							 and causes of air pollutants, acid rain, ozone layer, greenhouse gases;
investigate water sources and pollutants, use GIS to
							 analyze data and model local watersheds, describe wastewater treatment methods,
							 and examine laws to maintain clean water; and examine soil characteristics and
							 determine best practices for agriculture and solid waste management.
Environmental students at the partial mastery level
							 will:
describe biogeochemical cycles describing influences
							 on reaction rates;
determine the influence of energy production on the
							 availability of renewable and nonrenewable energy sources;
explain the effects of biotic and abiotic factors on
							 population dynamics, trace the flow of energy through living systems, and
							 compare legislation protecting ecosystems;
describe climates in various biomes and natural and
							 anthropogenic causes of air pollutants, acid rain, ozone layer, greenhouse
							 gases;
investigate water sources and pollutants, use GIS to
							 gather data and diagram a local watershed, describe wastewater treatment
							 methods, examine laws to maintain clean water; and describe soil
							 characteristics and recommend practices for agriculture.
Environmental students at the novice level
							 will:
diagram cycles of elements in the biogeochemical
							 cycles;
describe the use of renewable and nonrenewable energy
							 resources relative to energy production;
explain the effects of biotic and abiotic factors on
							 population dynamics, trace the flow of energy through living systems;
match biomes to corresponding climates and list
							 causes of air pollutants, acid rain, ozone layer, greenhouse gases;
recognize water pollution, use maps to identify a
							 local watershed, list wastewater treatment methods, examine national laws to
							 maintain clean water; and examine soil characteristics and determine best
							 practices for agriculture and solid waste management.
Objectives
Students will
SC.O.ENV.2.1
compare and contrast the rate elements cycle through
							 the ecosphere, describing natural and human influences on reaction
							 rates:
* carbon
* nitrogen
* phosphorus
* oxygen
* sulfur.
SC.O.ENV.2.2
explain how the chemical components of biological and
							 physical processes fit in the overall process of biogeochemical cycling such as
							 photosynthesis, respiration, nitrogen fixation, or decomposition.
SC.O.ENV.2.3
analyze and evaluate the use and availability of
							 renewable and nonrenewable energy resources:
* coal
* solar
* biomass
* biofuels
* hydropower
* natural gas
* wind
* geothermal
* nuclear.
SC.O.ENV.2.4
evaluate environmental and economic advantages and
							 disadvantages of using nonrenewable and renewable energy.
SC.O.ENV.2.5
differentiate various means of generating electricity
							 in terms of the transformation of energy among forms, the relationship of
							 matter and energy, and efficiency/production of heat energy.
SC.O.ENV.2.6
explain how technology has influenced the
							 sustainability of natural resources over time:
* forestry practices
* fossil fuels
* farming.
SC.O.ENV.2.7
relate logistic, exponential, and irruptive
							 population growth to population dynamics including:
* natural selection
* predator/prey relationships
* reproductive strategies
* carrying capacity
* limiting factors.
SC.O.ENV.2.8
create food web diagrams to explain how adding and/or
							 removing a species from an ecosystem may affect other organisms and the entire
							 ecosystem.
SC.O.ENV.2.9
evaluate the leading causes of species decline and
							 premature extinction:
* habitat destruction and degradation
* invasive species
* pollution
* human population growth
* over exploitation.
SC.O.ENV.2.10
analyze biological diversity as it relates to the
							 stability of an ecosystem.
SC.O.ENV.2.11
relate habitat changes to plant and animal
							 populations and climate influences:
* variations in habitat size
* fragmentation
* fluctuation in conditions of abiotic factors
* albedo
* surface temperature.
SC.O.ENV.2.12
compare and contrast legislation and international
							 agreements associated with protecting habitats, ecosystems, and species:
* Superfund
* Surface Mining Control and Reclamation Act
* Wilderness Act
* Endangered Species Act
* Marine Mammals Act.
SC.O.ENV.2.13
illustrate how changes in wind patterns or ocean
							 temperatures can affect weather in different parts of the world:
* El Nino
* La Nina
* Santa Ana winds.
SC.O.ENV.2.14
identify natural and anthropogenic sources of
							 primary, secondary, and indoor air pollutants and the resulting environmental
							 and health effects.
SC.O.ENV.2.15
explain the formation of acid rain and describe the
							 resulting effect on soil, plants, water, statues, etc.
SC.O.ENV.2.16
identify causes for the thinning of the ozone layer
							 and evaluate the effectiveness of the Montreal Protocol for reducing ozone
							 depletion.
SC.O.ENV.2.17
debate climate changes as it relates to greenhouse
							 gases, human changes in atmospheric concentrations of greenhouse gases, and
							 relevant laws and treaties.
SC.O.ENV.2.18
identify sources, uses, quality, conservation, and
							 global distribution of water.
SC.O.ENV.2.19
create models to show surface and groundwater flows
							 in a local drainage and explain how surface and ground water are
							 related.
SC.O.ENV.2.20
contrast point source and non-point source water
							 pollutants.
SC.O.ENV.2.21
use GIS data to analyze the parameters of a watershed
							 and interpret physical, chemical and biological data as a means of assessing
							 environmental quality.
SC.O.ENV.2.22
examine legislation associated with the protection of
							 water:
* Clean Water Act
* London Dumping Convention of 1972.
SC.O.ENV.2.23
describe the processes involved and compare different
							 methods of wastewater treatment.
SC.O.ENV.2.24
classify and analyze characteristics of different
							 soil types:
* texture
* pH
* nitrogen
* phosphorus
* potassium.
SC.O.ENV.2.25
analyze best management practices of the agriculture
							 business:
* fertilizers
* integrated pest management
* associated water pollution
* irrigation practices.
SC.O.ENV.2.26
research and describe how communities have restored
							 or protected ecosystems:
* remediation
* mitigation
* rehabilitation
* reclamation
* preservation.
SC.O.ENV.2.27
evaluate solid waste management practices:
* recycling
* incineration
* sanitary landfills
* hazardous waste disposal.
Forensic Science Content Standards and
				  Objectives
Forensic Science is an advanced level course that is an
				  elective designed to provide students with hands-on experience in various
				  aspects of a criminal investigation. Utilizing 21st
				  Century skills students will demonstrate proficiency in evidence collection;
				  interpretation and analysis of collected data, maintenance of data integrity,
				  formulation of a conclusion/summary, and succinct communication of findings.
				  Students will engage in active inquiries, investigations, and hands-on
				  activities for a minimum of 50% of the instructional time to develop conceptual
				  understanding and research/laboratory skills as they evaluate the academic
				  requirements and prepare for occupational opportunities in science, technology,
				  engineering, and math. Safety instruction is integrated into all activities.
				  The West Virginia Standards for 21st Century
				  Learning include the following components: 21st
				  Century Content Standards and Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology tools, and content
				  standards and objectives.
High School
Forensic Science
Standard: 1
Nature and Application of Science
SC.S.FS.1
Students will
* demonstrate an understanding of history and nature
							 of science as a human endeavor encompassing the contributions of diverse
							 cultures and scientists.
* demonstrate the ability to use the inquiry process
							 to solve problems.
* relate science-technology-societal issues while
							 using a variety of sources to construct and defend their solutions
Performance Descriptors SC.PD.FS.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Forensic Science students at the distinguished level
							 in the nature and applications of science:
implement safe practices as they design, conduct, and
							 revise experiments to solve real world problems, analyze data for errors, and
							 base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct solutions and defend their ideas to an authentic audience.
Forensic Science students at the above mastery level
							 in the nature and applications of science:
implement safe practices as they design, conduct, and
							 revise experiments, analyze data for errors, and base conclusions on
							 observations and experimental evidence, and relate science-technology-societal
							 issues while using a variety of sources to construct and defend their
							 solutions.
Forensic Science students at the mastery level in the
							 nature and applications of science:
implement safe practices as they design, conduct, and
							 revise experiments and base conclusions on observations and experimental
							 evidence, and relate science-technology-societal issues while using a variety
							 of sources to construct and defend their solutions.
Forensic Science students at the partial mastery
							 level in the nature and applications of science:
implement safe practices as they conduct and revise
							 experiments, then base conclusions on observations and experimental evidence,
							 and relate science-technology-societal issues while using a variety of sources
							 to construct their solutions.
Forensic Science students at the novice level in the
							 nature and applications of science:
implement safe practices as they conduct experiments
							 and base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct their solutions.
Objectives
Students will
SC.O.FS.1.1
implement safe procedures and practices when
							 manipulating equipment, materials, organisms, and models.
SC.O.FS.1.2
formulate scientific explanations based on historical
							 observations and experimental evidence, accounting for variability in
							 experimental results.
SC.O.FS.1.3
conduct and/or design investigations that incorporate
							 the skills and attitudes and/or values of scientific inquiry (e.g., established
							 research protocol, accurate record keeping, replication of results and peer
							 review, objectivity, openness, skepticism, fairness, or creativity and
							 logic).
SC.O.FS.1.4
design, conduct, evaluate and revise experiments
							 (e.g., compose a question to be investigated, design a controlled investigation
							 that produces numeric data, evaluate the data in the context of scientific laws
							 and principles, construct a conclusion based on findings, propose revisions to
							 investigations based on manipulation of variables and/or analysis of error, or
							 communicate and defend the results and conclusions).
SC.O.FS.1.5
draw conclusions from a variety of data sources to
							 analyze and interpret systems and models (e.g., use graphs and equations to
							 measure and apply variables such as rate and scale, evaluate changes in trends
							 and cycles, or predict the influence of external variances such as potential
							 sources of error, or interpret maps).
SC.O.FS.1.6
investigate, compare and design scientific and
							 technological solutions to address personal and societal problems.
SC.O.FS.1.7
given current science-technology-societal issues,
							 construct and defend potential solutions.
SC.O.FS.1.8
relate societal, cultural and economic issues to key
							 scientific innovations.
SC.O.FS.1.9
synthesize concepts across various science
							 disciplines to better understand the natural world (e.g., form and function,
							 systems, or change over time).
High School
Forensics Science
Standard: 2
Content of Science
SC.S.FS.2
Students will
* demonstrate knowledge understanding and
							 applications of scientific facts, concepts, principles, theories, and models
							 delineated in the objectives.
* demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology, and earth/environmental
							 science; and apply knowledge, understanding and skills of science subject
							 matter/concepts to daily life.
Performance Descriptors SC.PD.FS.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Forensic science student at distinguished level of
							 science content:
apply conclusions to develop arguments establishing
							 links between a crime and its victim or a crime and its perpetrator;
establish probative value of the data generated by
							 chemical analysis;
evaluate testimonial arguments related to the physics
							 used analyze evidence of a crime scene;
determine probative value of biotic and abiotic
							 factors which establish the sequence of events, period of time, and/or location
							 of a crime ;
establish probative value of evidence using
							 anatomical structure, features, and fluids to connect an individual to a crime;
							 and speculate about technological advances and their impact on forensic science
							 careers .
Forensic science student at advanced mastery level of
							 science content:
draw conclusions from the evidence according to the
							 crime scene processing which may establish links between a crime and its victim
							 or a crime and its perpetrator;
interpret data to identify known and unknown
							 substances and distinguish their effects on organisms and/or the
							 environment;
draw conclusions from the physics of force, motion,
							 and waves to support testimony related to the evidence of crime scenes;
manipulate the variables on the evidence and the
							 crime scene to be affected by biotic and abiotic factors;
argue the limitations of forensic science as applied
							 to anatomical structures, features, and fluids to identify an individual; and
							 analyze the impact of technological advances on forensic careers.
Forensic science student at mastery level of science
							 content:
interpret the evidence according to the crime scene
							 processing which may establish links between a crime and its victim or a crime
							 and its perpetrator;
perform chemical analysis to identify known and
							 unknown substances;
apply the physics of force, motion, and waves to
							 analyze evidence from crime scenes;
investigate the effects of biotic and abiotic factors
							 on the evidence and the crime scene;
perform forensic science techniques on anatomical
							 structures, features, and fluids to identify a known or unknown individual; and
							 investigate technological advances and careers in the field of
							 forensics.
Forensic science student at partial mastery level of
							 science content:
classify the evidence according to the crime scene
							 processing which may establish links between a crime and its victim or a crime
							 and its perpetrator;
classify the effects of known substances on the human
							 body and their impacts on society and environment using forensic
							 applications;
calculate forces and motions and investigate wave
							 interactions in the natural world;
explain weathering processes, life cycles, and
							 behaviors of organisms in a local area;
recognize that some anatomical structures, features,
							 and fluids are common or unique to individuals; and compare technological
							 advances and explore careers in the field of forensics.
Forensic science student at novice level of science
							 content:
recognize crime scene processes which enable links to
							 be established between a crime and its victim or a crime and its
							 perpetrator;
define the effects of known substances on the human
							 body and their impacts on society and environment using forensic
							 applications;
recognize forces, motions, and waves as phenomena
							 which affect the natural world recognize weathering processes and organisms of
							 a local area;
identify basic anatomical structures, features, and
							 fluids; and identify technological advances and careers in the field of
							 forensics.
Objectives
Students will
SC.O.FS.2.1
identify evidence which encompasses materials
							 establishing a link between a crime and its victim or a crime and its
							 perpetrator:
* impressions (tire, tool, teeth, shoes)
* prints (finger, lip, voice)
* hair and fiber analysis
* drugs and poisons
* ballistics
* soil and pollen
* glass
* serology
* questioned documents.
SC.O.FS.2.2
distinguish between types of evidence :
* testimonial
* physical: individual and class
* quantitative
* qualitative.
SC.O.FS.2.3
analyze modes of transfer and the factors affecting
							 persistence of evidence (Locard's Exchange Principle):
* indirect
* direct
SC.O.FS.2.4
demonstrate steps of crime scene processing:
* Note-taking
* Photography
* Sketching to scale
* Evidence collection
* chain of custody.
SC.O.FS.2.5
validate, classify, and analyze fingerprints as
							 individual evidence:
* type
* pattern
* minutiae.
SC.O.FS.2.6
model techniques of collecting and developing prints
							 on various objects and textures:
* physical (dusting powders)
* chemical (ninhydrin, iodine, cyanoacrylate).
SC.O.FS.2.7
examine the absorption and effects of toxins in the
							 human body:
* alcohol
* drugs
* poisons.
SC.O.FS.2.8
identify known and unknown substances utilizing the
							 techniques of forensic toxicology:
* white powders
* blood alcohol
* over the counter/illicit drugs
* gas chromatography charts.
SC.O.FS.2.9
discuss and cite evidence of biological and chemical
							 hazards and their impact on society and the environment:
* arson
* bombs
* bioterrorism
* environmental terrorism.
SC.O.FS.2.10
apply forensic entomology to assess a crime
							 scene:
* Berlese funnel
* life cycles.
SC.O.FS.2.11
analyze bones and teeth as forensic evidence:
* type
* articulation
* origin
* sex
* age
* race
* stature
* disease/injury.
SC.O.FS.2.12
analyze the composition of blood as evidence:
* ABO system
* Rh factor
* DNA fingerprinting.
SC.O.FS.2.13
investigate forensic applications of
							 chromatography:
* inks and dyes
* cosmetics
* calculation of
Rf
values.
SC.O.FS.2.14
explore earth science concepts as they relate to
							 forensic science:
* rock and mineral identification
* classify soils' common constituents in relation to
							 crime scene location.
SC.O.FS.2.15
identify and describe agents and processes of
							 degradation of evidence:
* weathering
* scavengers.
SC.O.FS.2.16
solve multi-step problems involving velocity,
							 acceleration, net force, and projectile motion during analysis of crime
							 scene:
* ballistics
* vehicular collisions
* blood spatter.
SC.O.FS.2.17
investigate and analyze forensic evidence utilizing
							 optical and acoustical applications
SC.O.FS.2.18
utilize biometric techniques for forensic science
							 investigations:
* prints
* recognition scans
* anthropometry.
SC.O.FS.2.19
research and evaluate technological advances and
							 careers related to the field of forensics.
Human Anatomy and Physiology Content Standards and
				  Objectives
Human Anatomy and Physiology is an advanced course that
				  is an elective designed for those students wanting a deeper understanding of
				  the structure and function of the human body. The body will be viewed as a
				  whole using anatomical terminology necessary to describe location. Focus will
				  be at both micro and macro levels reviewing cellular functions, biochemical
				  processes, tissue interactions, organ systems and the interaction of those
				  systems as it relates to the human organism. Systems covered include
				  integumentary, skeletal, muscular, respiratory, circulatory, digestive,
				  excretory, reproductive immunological, nervous and endocrine. This course will
				  develop 21st century skills and be appropriate for
				  college bound students as well as those choosing a health services career
				  cluster. Students will engage in active inquiries, investigation, and hands-on
				  activities for a minimum of 50% of the instructional time to develop conceptual
				  understanding and research/laboratory skills as they evaluate the academic
				  requirements and prepare for occupational opportunities in health and medical
				  fields. Safety instruction is integrated into all activities. The West Virginia
				  Standards for 21st Century Learning include the
				  following components: 21st Century Content Standards
				  and Objectives and 21st Century Learning Skills and Technology Tools. All West
				  Virginia teachers are responsible for classroom instruction that integrates
				  learning skills, technology tools and content standards and
				  objectives.
High School
Human Anatomy and Physiology
Standard: 1
Nature and Application of Science
SC.S.HAP.1
Students will
* demonstrate an understanding of history and nature
							 of science as a human endeavor encompassing the contributions of diverse
							 cultures and scientists.
* demonstrate the ability to use the inquiry process
							 to solve problems.
* relate science-technology-societal issues while
							 using a variety of sources to construct and defend their solutions.
Performance Descriptors SC.PD.HAP.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Human Anatomy and Physiology students at the
							 distinguished level in the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments to solve real world problems, analyze data for errors, and
							 base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct solutions and defend their ideas to an authentic audience.
Human Anatomy and Physiology students at the above
							 mastery level in the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments, analyze data for errors, and base conclusions on
							 observations and experimental evidence, and relate science-technology-societal
							 issues while using a variety of sources to construct and defend their
							 solutions.
Human Anatomy and Physiology students at the mastery
							 level in the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments and base conclusions on observations and experimental
							 evidence, and relate science-technology-societal issues while using a variety
							 of sources to construct and defend their solutions.
Human Anatomy and Physiology students at the partial
							 mastery level in the nature and applications of science will:
implement safe practices as they conduct and revise
							 experiments, then base conclusions on observations and experimental evidence,
							 and relate science-technology-societal issues while using a variety of sources
							 to construct their solutions.
Human Anatomy and Physiology students at the novice
							 level in the nature and applications of science will:
implement safe practices as they conduct experiments
							 and base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct their solutions.
Objectives
Students will
SC.O.HAP.1.1
implement safe procedures and practices when
							 manipulating equipment, materials, organisms, and models.
SC.O.HAP.1.2
formulate scientific explanations based on historical
							 observations and experimental evidence, accounting for variability in
							 experimental results.
SC.O.HAP.1.3
conduct and/or design investigations that incorporate
							 the skills and attitudes and/or values of scientific inquiry (e.g., established
							 research protocol, accurate record keeping, replication of results and peer
							 review, objectivity, openness, skepticism, fairness, or creativity and
							 logic).
SC.O.HAP.1.4
design, conduct, evaluate and revise experiments
							 (e.g., compose a question to be investigated, design a controlled investigation
							 that produces numeric data, evaluate the data in the context of scientific laws
							 and principles, construct a conclusion based on findings, propose revisions to
							 investigations based on manipulation of variables and/or analysis of error, or
							 communicate and defend the results and conclusions).
SC.O.HAP.1.5
draw conclusions from a variety of data sources to
							 analyze and interpret systems and models (e.g., use graphs and equations to
							 measure and apply variables such as rate and scale, evaluate changes in trends
							 and cycles, or predict the influence of external variances such as potential
							 sources of error, or interpret maps).
SC.O.HAP.1.6
investigate, compare and design scientific and
							 technological solutions to address personal and societal problems.
SC.O.HAP.1.7
given current science-technology-societal issues,
							 construct and defend potential solutions.
SC.O.HAP.1.8
relate societal, cultural and economic issues to key
							 scientific innovations.
SC.O.HAP.1.9
synthesize concepts across various science
							 disciplines to better understand the natural world (e.g., form and function,
							 systems, or change over time).
High School
Human Anatomy and Physiology
Standard: 2
Content of Science
SC.S.HAP.2
Students will
* demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories and models as
							 delineated in the objectives.
* demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology, earth/environmental
							 science and astronomy.
* apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.HAP.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Human Anatomy and Physiology students at the
							 distinguished level will:
integrate anatomical terms;
sequence hierarchal organizational levels;
assess interdependency interaction;
investigate and explain tissues;
integrate form and function within systems and
							 effects of aging and disease;
compare/contrast system structure and function and
							 system integration;
analyze systems in maintaining homeostasis;
evaluate models replicating muscular
							 contraction;
analyze neural control;
evaluate models demonstrating nerve impulses;
apply physics concepts to ear and eye structure and
							 function;
compare enzyme action;
describe feedback loops in endocrine
							 functioning;
research effects of synthetic hormones, and research
							 use of stem cells and predict how this may affect disease treatment.
Human Anatomy and Physiology students at the above
							 mastery level will:
utilize anatomical terms;
compare hierarchal organizational levels;
distinguish interdependency and interaction;
examine tissues;
determine form and function relationship within
							 systems and effects of aging and disease;
compare system structure and function and investigate
							 system integration;
examine systems in maintaining homeostasis;
design and build a model of muscle cell
							 contraction;
illustrate neural control;
design a model demonstrating nerve impulses;
critique effectiveness of ear and eye
							 structures;
examine enzyme action;
research endocrine functions and dysfunctions;
explain hormones in reproductive control, and examine
							 stress effects on immunity and research history of disease treatment.
Human Anatomy and Physiology students at the mastery
							 level will:
apply anatomical terms;
describe hierarchal organizational levels;
examine interdependency and interaction;
compare/contrast tissues;
analyze form and function relationship within systems
							 and effects of aging and disease;
describe system structure and function and summarize
							 system integration;
explain systems in maintaining homeostasis;
model muscle contraction;
integrate neural control and model nerve
							 impulses,
relate ear and eye structures to
							 function/dysfunction;
apply enzyme action to function;
incorporate hormones to
							 functions/dysfunctions;
outline gametogenesis, fertilization, and
							 development, and assess immune components and research disease
							 progression.
Human Anatomy and Physiology students at the partial
							 mastery level will:
recall anatomical terms;
summarize hierarchal organizational levels;
discuss interdependency and interaction;
classify tissues;
determine form and function relationship within
							 systems and effects of aging and disease;
recall system structure and function and recognize
							 system integration;
identify system functions in maintaining
							 homeostasis;
illustrate muscle contractions;
summarize neural control and model nerve
							 impulses,
relate ear and eye structures to
							 function/dysfunction;
describe lock and key enzyme model to action;
match endocrine glands to hormones and
							 functions;
describe oogenesis and spermatogenesis, and diagram
							 immune response and classify factors in disease progression.
Human Anatomy and Physiology students at the novice
							 level will:
define anatomical terms;
identify hierarchal organizational levels;
define interdependency and interaction;
identify tissues;
identify form and function relationship within
							 systems and effects of aging and disease;
describe system structure and function and identify
							 system integration;
recognize systems in maintaining homeostasis;
describe muscle contractions;
list the neuron types;
describe nerve impulses, define ear and eye
							 structures;
recite specific enzyme functions;
match endocrine glands to functions;
define mitosis/meiosis;
describe immune defenses and match specific disease
							 factors to prevention and treatments.
Objectives
Students will
SC.O.HAP.2.1
apply directional terminology to locate human body
							 structures:
* proximal
* dorsal
* medial
* visceral
* superficial
* deep.
SC.O.HAP.2.2
describe the organizational levels, interdependency
							 and the interaction of
* cells
* tissues
* organs
* organ systems.
SC.O.HAP.2.3
categorize, by structure and function, the various
							 types of human tissue:
* muscle
* epithelial
* connective
* nervous.
SC.O.HAP.2.4
relate the structure of the integumentary system to
							 its function as a/an:
* sensory organ
* environmental barrier
* temperature regulator.
SC.O.HAP.2.5
relate how bone tissue is important to the
							 development of the human skeleton.
SC.O.HAP.2.6
correlate the structure and function of the elements
							 of the skeletal system:
* bone
* articulations
* insertions.
SC.O.HAP.2.7
model the mechanisms of muscular contraction on the
							 cellular and molecular levels.
SC.O.HAP.2.8
integrate the skeletal, muscular and nervous systems
							 to the functioning of the organism.
SC.O.HAP.2.9
model the muscular system including:
* locations
* origins
* insertions
* muscle groups
* types of muscles.
SC.O.HAP.2.10
classify the various types of neurons emphasizing the
							 relationship of structure and function.
SC.O.HAP.2.11
model the mechanism of a nerve impulse at the
							 cellular and molecular levels.
SC.O.HAP.2.12
compare and contrast the parts and functions of the
							 central and peripheral nervous system including the autonomic portions.
SC.O.HAP.2.13
apply the structure of the ear and eye to their
							 function/dysfunction in relation to environmental perception.
SC.O.HAP.2.14
apply the action of specific enzymes to their roles
							 in bodily functions.
SC.O.HAP.2.15
incorporate the role of endocrine glands and their
							 hormones into the overall functions and dysfunctions of the body.
SC.O.HAP.2.16
analyze the role of components and processes of the
							 digestive system in supplying essential nutrients.
SC.O.HAP.2.17
explain how structures of the respiratory system are
							 essential to cellular respiration, gas exchange and communication.
SC.O.HAP.2.18
illustrate the structures of the circulatory and
							 lymphatic systems and the function of blood to the role of:
* transportation
* cellular support
* defense.
SC.O.HAP.2.19
compare the compatibility of blood types and assess
							 the molecular basis for blood functions.
SC.O.HAP.2.20
integrate the functions of the excretory system to
							 the maintenance of the other body systems.
SC.O.HAP.2.21
compare and contrast the structure and function of
							 male and female reproductive systems.
SC.O.HAP.2.22
outline the events of reproduction for the formation
							 of gametes through fertilizations and embryological development.
SC.O.HAP.2.23
assess the role of components of the immune system in
							 defending the body.
SC.O.HAP.2.24
research disease causative factors, symptoms,
							 prevention and treatment.
Physics Content Standards and Objectives
Physics is an advanced level course that is an elective
				  designed for students desiring a broader, in-depth study of the content found
				  in the science field of physics. As a college preparatory course, Advanced
				  Physics is a laboratory driven, advanced study of nature's universal laws with
				  emphasis on process skills, using 21st century
				  skills. This course is designed to build upon and extend the Physics concepts,
				  skills, and knowledge from the science program. The course emphasizes a
				  mathematical approach to the areas of kinematics, dynamics, thermodynamics,
				  light and optics, electricity and magnetism and modern physics. Students will
				  engage in active inquiries, investigations, and hands-on activities for a
				  minimum of 50% of the instructional time to develop conceptual understanding
				  and research/laboratory skills as they evaluate the academic requirements and
				  prepare for occupational opportunities in biology, engineering and technology.
				  Safety instruction is integrated into all activities. The West Virginia
				  Standards for 21st Century Learning include the
				  following components: 21st Century Content Standards
				  and Objectives and 21st Century Learning Skills and Technology Tools. All West
				  Virginia teachers are responsible for classroom instruction that integrates
				  learning skills, technology tools and content standards and
				  objectives.
High School
Physics
Standard: 1
Nature and Applications of Science
SC.S.P.1
Students will
* demonstrate an understanding of history and nature
							 of science as a human endeavor encompassing the contributions of diverse
							 cultures and scientists.
* demonstrate the ability to use the inquiry process
							 to solve problems.
* relate science-technology-societal issues while
							 using a variety of sources to construct and defend their solutions.
Performance Descriptors SC.PD.P.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Physics students at the distinguished level in the
							 nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments to solve real world problems, analyze data for errors, and
							 base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct solutions and defend their ideas to an authentic audience.
Physics students at the above mastery level in the
							 nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments, analyze data for errors, and base conclusions on
							 observations and experimental evidence, and relate science-technology-societal
							 issues while using a variety of sources to construct and defend their
							 solutions.
Physics students at the mastery level in the nature
							 and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments and base conclusions on observations and experimental
							 evidence, and relate science-technology-societal issues while using a variety
							 of sources to construct and defend their solutions.
Physics students at the partial mastery level in the
							 nature and applications of science will:
implement safe practices as they conduct and revise
							 experiments, then base conclusions on observations and experimental evidence,
							 and relate science-technology-societal issues while using a variety of sources
							 to construct their solutions.
Physics students at the novice level in the nature
							 and applications of science will:
implement safe practices as they conduct experiments
							 and base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct their solutions.
Objectives
Students will
SC.O.P.1.1
implement safe procedures and practices when
							 manipulating equipment, materials, organisms, and models.
SC.O.P.1.2
formulate scientific explanations based on historical
							 observations and experimental evidence, accounting for variability in
							 experimental results.
SC.O.P.1.3
conduct and/or design investigations that incorporate
							 the skills and attitudes and/or values of scientific inquiry (e.g., established
							 research protocol, accurate record keeping, replication of results and peer
							 review, objectivity, openness, skepticism, fairness, or creativity and
							 logic).
SC.O.P.1.4
design, conduct, evaluate and revise experiments
							 (e.g., compose a question to be investigated, design a controlled investigation
							 that produces numeric data, evaluate the data in the context of scientific laws
							 and principles, construct a conclusion based on findings, propose revisions to
							 investigations based on manipulation of variables and/or analysis of error, or
							 communicate and defend the results and conclusions).
SC.O.P.1.5
draw conclusions from a variety of data sources to
							 analyze and interpret systems and models (e.g., use graphs and equations to
							 measure and apply variables such as rate and scale, evaluate changes in trends
							 and cycles, or predict the influence of external variances such as potential
							 sources of error, or interpret maps).
SC.O.P.1.6
investigate, compare and design scientific and
							 technological solutions to address personal and societal problems.
SC.O.P.1.7
given current science-technology-societal issues,
							 construct and defend potential solutions.
SC.O.P.1.8
relate societal, cultural and economic issues to key
							 scientific innovations.
SC.O.P.1.9
synthesize concepts across various science
							 disciplines to better understand the natural world (e.g., form and function,
							 systems, or change over time).
High School
Physics
Standard: 2
The Content of Science
SC.S.P.2
Students will
* demonstrate knowledge, understanding, and
							 applications of scientific facts, concepts, principles, theories, and models as
							 delineated in the objectives.
* demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology, and the earth and space
							 sciences.
* apply knowledge, understanding, and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.P.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Physics students at the distinguished level
							 will:
derive formula of best-fit for representation of
							 motion and evaluate methods to solve problems for motion in one and/or two
							 dimensions;
create graphical, algebraic and/or trigonometric
							 solutions problems involving vector components and resultants;
experimentally verify Newton's Laws of Motion in
							 terms of equilibrium and net force situations with an increasing number of
							 variables;
experimentally verify the conservation of energy and
							 momentum and deduce solutions for elastic and inelastic collisions;
experimentally and mathematically determine the
							 behavior of fluids in terms of buoyant force, pressure and velocity and apply
							 to everyday object;
calculate the apparent frequency caused by Doppler
							 shift and interpret the results;
predict image placement and prove mathematically
							 based upon the properties concave or convex mirrors or lenses, and construct
							 and analyze electrical circuits and calculate Ohm's law problems for complex
							 circuits and find kilowatt-hours for an alternating current to determine the
							 cost of using that current.
Physics students at the above mastery level
							 will:
test the theoretical basis of mathematical methods
							 for motion in one and/or two dimensions;
create graphical, algebraic and/or trigonometric
							 solutions problems involving vector components and resultants;
experimentally verify Newton's Laws of Motion in
							 terms of equilibrium and net force situations;
predict the energy and momentum outcomes for elastic
							 and inelastic collisions;
experimentally and mathematically determine the
							 behavior of fluids in terms of buoyant force, pressure and velocity;
calculate the apparent frequency caused by Doppler
							 shift;
predict image placement based upon the properties
							 concave or convex mirrors or lenses, and construct and analyze electrical
							 circuits and calculate Ohm's law problems for complex circuit, and power of
							 direct and alternating current using resistance, current and voltage.
Physics students at the mastery level will:
analyze data, construct and interpret graphs, and
							 perform calculations for motion in one and/or two dimensions interpret
							 graphical, algebraic and/or trigonometric solutions to prove the values for
							 vector components and resultants;
experimentally verify Newton's Laws of Motion in
							 terms of equilibrium and net forces situations;
evaluate the conversation of energy and momentum and
							 deduce solutions for elastic and inelastic collisions;
describe the behavior of fluids in terms of buoyant
							 force, pressure and velocity;
perform calculations to determine the properties of
							 mechanical and transverse waves in order to research applications of Doppler
							 shift;
apply ray optics diagrams and the lens/mirror
							 equation to solve and justify optics problems, and construct and analyze
							 electrical circuits, calculate Ohm's law problems for series and parallel
							 circuits and distinguish between direct and alternating current.
Physics students at the partial mastery level
							 will:
construct graphs and perform calculations for motion
							 in one and/or two dimensions draw vector solutions;
state Newton's Laws of Motion and perform
							 calculations involving equilibrium and net force situations;
describe elastic and inelastic collisions;
demonstrate the behavior of fluids in terms of
							 buoyant force, pressure and velocity;
define/ label the properties of mechanical and
							 transverse waves and interpret a diagram showing the Doppler effect;
experimentally find the image of a lens or mirror
							 using an optics bench and/or a ray diagram, and calculate Ohm's law problems
							 for series circuits and distinguish between direct and alternating
							 current.
Physics students at the novice level will:
collect data for motion in one- or
							 two-dimensions;
define vectors;
state Newton's Laws of Motion and express the
							 difference between weight and mass;
define the law of conservation of energy;
define buoyant force, pressure and velocity of
							 fluids;
define/ label the properties of mechanical and
							 transverse waves and the Doppler effect;
define focal point, image, image distance and object
							 distance; and state Ohm's law and define direct current.
Objectives
Students will
SC.O.P.2.1
construct and interpret graphs of:
* position versus time
* velocity versus time
* acceleration versus time.
SC.O.P.2.2
appraise data, either textbook generated or
							 laboratory collected, for motion in one and/or two dimensions, then select the
							 correct mathematical method for communicating the value of unknown
							 variables.
SC.O.P.2.3
develop solutions for multi-step problems
							 involving:
* velocity
* acceleration
* momentum
* net force.
SC.O.P.2.4
interpret graphical, algebraic and/or trigonometric
							 solutions to prove the values for vector components and resultants.
SC.O.P.2.5
justify Newton's Laws of Motion in terms of
							 equilibrium and net force situations.
SC.O.P.2.6
evaluate the conservation of energy and momentum and
							 deduce solutions for elastic and inelastic collisions.
SC.O.P.2.7
assess the magnitude of buoyant force on submerged
							 and floating objects.
SC.O.P.2.8
compare the pressure exerted by a fluid to the depth
							 of an object in the fluid.
SC.O.P.2.9
anticipate the effects of Bernoulli's principle on
							 fluid motion.
SC.O.P.2.10
examine the reflective, refractive and diffractive
							 properties of mechanical and transverse waves.
SC.O.P.2.11
perform calculations to determine wave
							 properties:
* wavelength
* frequency
* velocity
* energy.
SC.O.P.2.12
compare and contrast the physical properties of
							 mechanical and transverse waves.
SC.O.P.2.13
research applications of Doppler shift in determining
							 an approaching or receding source in wave propagation.
SC.O.P.2.14
apply ray optics diagrams to lenses and mirrors; use
							 the lens/mirror equation and the magnification equation to solve optics
							 problems.
SC.O.P.2.15
justify the image results obtained by diagramming the
							 ray optics of lenses and mirrors and/or by deducing the image information from
							 the lens/mirror equation.
SC.O.P.2.16
construct and analyze electrical circuits and
							 calculate Ohm's law problems for series and parallel circuits.
SC.O.P.2.17
distinguish between direct and alternating current
							 and identify ways of generating each type.
SC.O.P.2.18
analyze the motion of a projectile.
Conceptual Physics Content Standards and
				  Objectives
Conceptual Physics is an advanced level course that is
				  an elective designed for students who desire a physics course that will prepare
				  them for technical careers. This course is an alternative to the traditional
				  mathematical approach to physics. This approach covers the physics principles
				  in a traditional sequence with an emphasis on conceptual understanding. While
				  mathematics is de-emphasized, laboratory work will require traditional physics
				  measurements to be made. Emphasis will be on the concepts that underlie the
				  natural laws of the universe. Students will engage in active inquiries,
				  investigations, and hands-on activities for a minimum of 50% of the
				  instructional time to develop conceptual understanding and research/laboratory
				  skills as they evaluate the academic requirements and prepare for occupational
				  opportunities in biology, engineering and technology. Safety instruction is
				  integrated into all activities. The West Virginia Standards for
				  21st Century Learning include the following
				  components: 21st Century Content Standards and
				  Objectives and 21st Century Learning Skills and Technology Tools. All West
				  Virginia teachers are responsible for classroom instruction that integrates
				  learning skills, technology tools and content standards and
				  objectives.
High School
Conceptual Physics
Standard: 1
Nature and Application of Science
SC.S.CP.1
Students will
* demonstrate an understanding of history and nature
							 of science as a human endeavor encompassing the contributions of diverse
							 cultures and scientists.
* demonstrate the ability to use the inquiry process
							 to solve problems.
* relate science-technology-societal issues while
							 using a variety of sources to construct and defend their solutions.
Performance Descriptors SC.PD.CP.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Conceptual Physics students at the distinguished
							 level in the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments to solve real world problems, analyze data for errors, and
							 base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct solutions and defend their ideas to an authentic audience.
Conceptual Physics students at the above mastery
							 level in the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments, analyze data for errors, and base conclusions on
							 observations and experimental evidence, and relate science-technology-societal
							 issues while using a variety of sources to construct and defend their
							 solutions.
Conceptual Physics students at the mastery level in
							 the nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments and base conclusions on observations and experimental
							 evidence, and.
relate science-technology-societal issues while using
							 a variety of sources to construct and defend their solutions.
Conceptual Physics students at the partial mastery
							 level in the nature and applications of science will:
implement safe practices as they conduct and revise
							 experiments, then base conclusions on observations and experimental evidence,
							 and relate science-technology-societal issues while using a variety of sources
							 to construct their solutions.
Conceptual Physics students at the novice level in
							 the nature and applications of science will:
implement safe practices as they conduct experiments
							 and base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct their solutions.
Objectives
Students will
SC.O.CP.1.1
implement safe procedures and practices when
							 manipulating equipment, materials, organisms, and models.
SC.O.CP.1.2
formulate scientific explanations based on historical
							 observations and experimental evidence, accounting for variability in
							 experimental results.
SC.O.CP.1.3
conduct and/or design investigations that incorporate
							 the skills and attitudes and/or values of scientific inquiry (e.g., established
							 research protocol, accurate record keeping, replication of results and peer
							 review, objectivity, openness, skepticism, fairness, or creativity and
							 logic).
SC.O.CP.1.4
design, conduct, evaluate and revise experiments
							 (e.g., compose a question to be investigated, design a controlled investigation
							 that produces numeric data, evaluate the data in the context of scientific laws
							 and principles, construct a conclusion based on findings, propose revisions to
							 investigations based on manipulation of variables and/or analysis of error, or
							 communicate and defend the results and conclusions).
SC.O.CP.1.5
draw conclusions from a variety of data sources to
							 analyze and interpret systems and models (e.g., use graphs and equations to
							 measure and apply variables such as rate and scale, evaluate changes in trends
							 and cycles, or predict the influence of external variances such as potential
							 sources of error, or interpret maps).
SC.O.CP.1.6
investigate, compare and design scientific and
							 technological solutions to address personal and societal problems.
SC.O.CP.1.7
given current science-technology-societal issues,
							 construct and defend potential solutions.
SC.O.CP.1.8
relate societal, cultural and economic issues to key
							 scientific innovations.
SC.O.CP.1.9
synthesize concepts across various science
							 disciplines to better understand the natural world (e.g., form and function,
							 systems, or change over time).
High School
Conceptual Physics
Standard: 2
Content of Science
SC.S.CP.2
Students will
* demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories and models as
							 delineated in the objectives.
* demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology, earth/environmental
							 science and astronomy.
* apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life\experiences.
Performance Descriptors SC.PD.CP.2
Distinguished
Above Mastery
Master
Partial Mastery
Novice
Conceptual Physics students at the distinguished
							 level will:
interpret graphs relating distance, velocity and
							 acceleration to time;
solve vector problems both graphically and
							 algebraically; apply knowledge of projectile motion to determine horizontal and
							 vertical velocities and/or distances;
calculate the net force acting on a two body system
							 and determine the net force acting on the system;
mathematically verify that mechanical energy is
							 conserved and experimentally determine mechanical advantage of a mechanical
							 system;
solve equations for Archimedes' and/or Pascal's
							 principles and apply Bernoulli's principle to everyday object (for example,
							 paint sprayer or perfume bottle);
interpret a phrase change diagram;
appraise the role of heat transfer and the first law
							 of thermodynamics involved in environmental and energy conservation issues and
							 predict ways to eliminating the heat transfer;
given wavelength, calculate the energy of a wave,
							 predict the effect of changing the frequency of a standing wave and calculate
							 the apparent change in frequency that occurs with either a moving source or a
							 moving detector;
evaluate sound and light waves using the concepts of
							 reflection, refraction, diffraction, and interference to predict, illustrate,
							 and calculate image location involving plane and spherical mirrors, concave and
							 convex lenses;
analyze the applications of colored lights and
							 pigments and relate the concept of polarization to three dimensional viewing,
							 and calculate any variable in a complex circuit using Ohm's Law and compare and
							 contrast between the flow of electrons in AC and DC circuits.
Conceptual Physics students at the above mastery
							 level will:
draw graphs relating distance, velocity and
							 acceleration to time;
solve vector problems graphically or algebraically;
							 determine the horizontal and vertical distances of projectile motion;
illustrate forces acting on a two body system with a
							 free body diagram and apply Newton's Laws as a system to explain natural
							 phenomena;
calculate kinetic and potential energy and
							 experimentally determine mechanical advantage of a mechanical system;
test Archimede's and Pascal's principles involving
							 floating systems and apply Bernoulli's principle to everyday object (for
							 example, paint sprayer or perfume bottle);
experimentally determine the melting point of a
							 substance and graph the results;
examine the role of heat transfer and the first law
							 of thermodynamics involved in environmental and energy conservation issues and
							 predict ways of eliminating the heat transfer;
given wavelength, calculate the energy of a wave,
							 identify the nodes and antinodes of a standing wave and investigate the uses of
							 Doppler shift in astronomy and cosmology;
analyze sound and light waves using the concepts of
							 reflection, refraction, diffraction and interference, calculating image
							 location involving plane and spherical mirrors, concave and convex
							 lenses;
compare and contrast the applications of colored
							 lights and pigments and analyze the concept of polarization, and calculate any
							 variable in a simple circuit using Ohm's Law and distinguish between the flow
							 of electrons in AC and DC circuits.
Conceptual Physics students at the mastery level
							 will:
compare and contrast distance, velocity and
							 acceleration of moving objects to describe accelerated and non-accelerated
							 motions;
solve right triangle vector problems both graphically
							 and algebraically to analyze the motion of a projectile;
illustrate forces acting on objects with free body
							 diagrams and interpret Newton's Laws in terms of natural phenomena;
compare and contrast kinetic and potential energies,
							 deduce work, energy, power and efficiency, and recognize situations where
							 mechanical energy is conserved;
analyze Archimedes' and Pascal's principles to solve
							 problems involving floating systems and recognize the effects of Bernoulli's
							 principle on fluid motion;
compare and contrast the common temperature scales,
							 convert from one temperature scale to another and evaluate temperature in terms
							 of kinetic energy;
apply the mechanism of heat transfer and the first
							 law of thermodynamics to environmental and energy conservation issues;
perform calculations to determine the properties of
							 sound and light waves, compare the Doppler shift effect for sound and light
							 waves, and model the production of a standing wave, proposing the applications
							 and examples of each;
compare and contrast sound and light waves using the
							 concepts of reflection, refraction, diffraction and interference and diagram
							 image location involving plane and spherical mirrors, concave and convex
							 lenses;
illustrate the applications of colored lights and
							 pigments and examine the concept of polarization, and analyze simple direct
							 current circuits using Ohm's Law and distinguish between AC and DC circuits,
							 describing how AC is converted to DC.
Conceptual Physics students at the partial mastery
							 level will:
define the units distance, velocity and
							 acceleration;
solve right triangle vector problems graphically or
							 algebraically and recognize a projectile moves in both horizontal and vertical
							 direction;
identify forces acting on an object and state
							 Newton's Laws;
define and give examples of kinetic and potential
							 energies, efficiency in a mechanical system and state the formulas for work,
							 energy and power;
demonstrate Archimede's, Pascal's, and Bernoulli's
							 principles;
distinguish between heat and temperature;
compare and contrast the three methods of heat
							 transfer and state the first law of thermodynamics;
label a transverse and longitudinal wave with the
							 parts of the wave, construct a standing wave and identify examples of Doppler
							 shift for either sound or light waves;
compare sound and light waves using the concepts of
							 reflection, refraction, diffraction and interference to find the image location
							 involving plane and spherical mirrors, concave and convex lenses on an optical
							 bench;
compare primary and secondary colors of light and
							 pigment and sketch the concept of polarization, and relate Ohm's Law to simple
							 circuits; distinguish between direct and alternating current.
Conceptual Physics students at the novice level
							 will:
define distance, velocity and acceleration;
draw a right triangle and recognize projectile
							 motion;
identify force as a vector and state one of Newton's
							 Laws;
define work, energy and power, stating that energy is
							 conserved within a system;
recognize that a floating object displaces fluid and
							 state Bernoulli's principle;
identify the common temperature scales and their
							 units;
list the three methods of heat transfer and state the
							 Law of Energy Conservation;
label a transverse wave with the parts of the wave,
							 define a standing wave, and define the Doppler shift;
define reflection, refraction, diffraction and
							 interference and find the image location involving plane and spherical mirrors
							 on an optical bench;
list primary and secondary colors of light and
							 pigment and define polarization, and list and define the variables of Ohm's
							 Law.
Objectives
Students will
SC.O.CP.2.1
solve right triangle vector problems both graphically
							 and algebraically.
SC.O.CP.2.2
compare and contrast distance, velocity and
							 acceleration of moving objects to describe accelerated and non-accelerated
							 motions of a particle from textbook or lab collected data.
SC.O.CP.2.3
analyze the motion of a projectile.
SC.O.CP.2.4
illustrate forces acting on objects with free body
							 diagrams.
SC.O.CP.2.5
interpret Newton's Laws in terms of natural
							 phenomena.
SC.O.CP.2.6
compare and contrast kinetic and potential energies
							 and recognize situations where mechanical energy is conserved.
SC.O.CP.2.7
deduce work, energy, power and efficiency in
							 mechanical systems.
SC.O.CP.2.8
analyze Archimedes' and Pascal's principles to solve
							 problems involving equilibrium and stability of floating systems.
SC.O.CP.2.9
recognize the effects of Bernoulli's principle on
							 fluid motion.
SC.O.CP.2.10
compare and contrast the common temperature scales,
							 convert from one temperature scale to another and evaluate temperature in terms
							 of kinetic energy.
SC.O.CP.2.11
apply the mechanism of heat transfer and relate to
							 environmental and energy conservation issues.
SC.O.CP.2.12
relate the first law of thermodynamics to energy
							 conservation.
SC.O.CP.2.13
compare and contrast sound and light waves using the
							 concepts of reflection, refraction, and interference.
SC.O.CP.2.14
solve problems involving wave speed, frequency and
							 wavelength; determine factors that affect the speed of sound; recognize that
							 the speed of light is a constant.
SC.O.CP.2.15
model the production of a standing wave and propose a
							 practical application of such a wave.
SC.O.CP.2.16
compare the Doppler shift effect for sound and light
							 and point out examples of its occurrences and applications.
SC.O.CP.2.17
diagram image location:
* plane and spherical mirrors
* concave and convex lenses.
SC.O.CP.2.18
illustrate the applications of colored lights and
							 pigments.
SC.O.CP.2.19
examine the concept of polarization.
SC.O.CP.2.20
analyze simple direct current circuits using Ohm's
							 Law.
SC.O.CP.2.21
distinguish between direct current and alternating
							 current circuits and describe how AC is converted to DC.
Physics II Content Standards and
				  Objectives
Physics II advanced level course that is an elective
				  designed for students who have completed Physics and desire a broader, in-depth
				  study of physics content beyond those studied in Physics. As a college
				  preparatory course, Physics II is a laboratory driven, advanced study of
				  nature's universal laws with emphasis on process skills, using
				  21st century skills. This course is designed to
				  build upon and extend the Physics concepts, skills, and knowledge from the
				  science program. The course emphasizes a mathematical approach to the area of
				  mechanics, thermodynamics, light and optics, electricity and magnetism and
				  modern physics. Students will engage in active inquires, investigations, and
				  hands-on activities for a minimum of 50% of the instructional time to develop
				  conceptual understanding and research/laboratory skills as they evaluate the
				  academic requirements and prepare for occupational opportunities in engineering
				  and technology. Safety instruction is integrated into all activities. The West
				  Virginia Standards for 21st Century Learning include
				  the following components: 21st Century Content
				  Standards and Objectives and 21st Century Learning
				  Kills and Technology Tools. All West Virginia teachers are responsible for
				  classroom instruction that integrates learning skills, technology tools and
				  content standards and objectives.
High School
Physics II
Standard: 1
Nature and Application of Science
SC.S.PII.1
Students will
* demonstrate an understanding of history and nature
							 of science as a human endeavor encompassing the contributions of diverse
							 cultures and scientists.
* demonstrate the ability to use the inquiry process
							 to solve problems.
* relate science-technology-societal issues while
							 using a variety of sources to construct and defend their solutions.
Performance Descriptors SC.PD.PII,1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Physics II students at the distinguished level in the
							 nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments to solve real world problems, analyze data for errors, and
							 base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct solutions and defend their ideas to an authentic audience.
Physics II students at the above mastery level in the
							 nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments, analyze data for errors, and base conclusions on
							 observations and experimental evidence, and relate science-technology-societal
							 issues while using a variety of sources to construct and defend their
							 solutions.
Physics II students at the mastery level in the
							 nature and applications of science will:
implement safe practices as they design, conduct, and
							 revise experiments and base conclusions on observations and experimental
							 evidence, and relate science-technology-societal issues while using a variety
							 of sources to construct and defend their solutions.
Physics II students at the partial mastery level in
							 the nature and applications of science will:
implement safe practices as they conduct and revise
							 experiments, then base conclusions on observations and experimental evidence,
							 and relate science-technology-societal issues while using a variety of sources
							 to construct their solutions.
Physics II students at the novice level in the nature
							 and applications of science will:
implement safe practices as they conduct experiments
							 and base conclusions on observations and experimental evidence, and relate
							 science-technology-societal issues while using a variety of sources to
							 construct their solutions.
Objectives
Students will
SC.O.PII.1.1
implement safe procedures and practices when
							 manipulating equipment, materials, organisms, and models.
SC.O.PII.1.2
formulate scientific explanations based on historical
							 observations and experimental evidence, accounting for variability in
							 experimental results.
SC.O.PII.1.3
conduct and/or design investigations that incorporate
							 the skills and attitudes and/or values of scientific inquiry (e.g., established
							 research protocol, accurate record keeping, replication of results and peer
							 review, objectivity, openness, skepticism, fairness, or creativity and
							 logic).
SC.O.PII.1.4
design, conduct, evaluate and revise experiments
							 (e.g., compose a question to be investigated, design a controlled investigation
							 that produces numeric data, evaluate the data in the context of scientific laws
							 and principles, construct a conclusion based on findings, propose revisions to
							 investigations based on manipulation of variables and/or analysis of error, or
							 communicate and defend the results and conclusions).
SC.O.PII.1.5
draw conclusions from a variety of data sources to
							 analyze and interpret systems and models (e.g., use graphs and equations to
							 measure and apply variables such as rate and scale, evaluate changes in trends
							 and cycles, or predict the influence of external variances such as potential
							 sources of error, or interpret maps).
SC.O.PII.1.6
investigate, compare and design scientific and
							 technological solutions to address personal and societal problems.
SC.O.PII.1.7
given current science-technology-societal issues,
							 construct and defend potential solutions.
SC.O.PII.1.8
relate societal, cultural and economic issues to key
							 scientific innovations.
SC.O.PII.1.9
synthesize concepts across various science
							 disciplines to better understand the natural world (e.g., form and function,
							 systems, or change over time).
High School
Physics
Standard: 2
Content of Science
SC.S.PII.2
Students will
* demonstrate knowledge, understanding, and
							 applications of scientific facts, concepts, principles, theories, and models as
							 delineated in the objectives.
* demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology, and the earth and space
							 sciences.
* apply knowledge, understanding, and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.PII.2
Distinguished
Above Mastery
Master
Partial Mastery
Novice
Physics II students at the distinguished level
							 will:
differentiate among linear, quadratic, and inverse
							 relationships found in graphs of motion in terms of position, velocity,
							 acceleration, and time and evaluate data to deduce mathematical relationships
							 involving one and two dimensional motion;
critique experiments to verify laws of motion
							 including Newton's Laws, Conservation of Momentum, Conservation of Energy, and
							 rotational motion;
design experiments to verify the effect of variables
							 on the properties and dynamics of fluids;
justify experimental results using concepts of
							 thermal physics;
appraise the relative values of electric force and
							 field strength based on the magnitude of and the distance from the point
							 charge;
design, construct, diagram and evaluate complex
							 electrical circuits, adding various components;
justify predictions and interpretations of magnetic
							 forces and magnetic fields, and apply their effect on the motion of a point
							 charge and to the electric current in a wire or coil;
critique electromagnetic induction and justify its
							 application to particular electric circuits and various devices;
investigate, analyze, and evaluate the concepts of
							 solid-state physics and the application of semiconductors and superconductors
							 in the advancement of electronics through the development of diodes,
							 transistors, and integrated circuits;
assess the kinetic and potential energies and energy
							 transformations of different oscillating systems;
evaluate wave properties and their interactions,
							 predicting how optical and acoustical devices will incorporate new materials to
							 improve their effectiveness;
appraise the role of technology in the development of
							 historical models of the atom and critique evidence for the historical
							 development of the quantum mechanical theory;
justify an atom's binding energy as related to
							 Einstein's special theory of relativity, and interpret the nuclear forces
							 present, and categorize nuclei based on their placement on the periodic table
							 and proton to neutron ratio to demonstrate different types of decay
							 processes.
Physics II students at the above mastery level
							 will:
compose equations to express the relationships found
							 in graphs of motion in terms of position, velocity, acceleration, and time and
							 summarize data to deduce mathematical relationships involving one and two
							 dimensional motion;
design experiments to verify laws of motion including
							 Newton's Laws, Conservation of Momentum, Conservation of Energy, and rotational
							 motion;
evaluate the effect of variables to the properties
							 and dynamics of fluids;
relate experimental results using concepts of thermal
							 physics;
summarize the relative values of electric force and
							 field strength based on the magnitude of and the distance from the point
							 charge;
design, construct, diagram and evaluate complex
							 electrical circuits;
defend predictions and interpretations of magnetic
							 forces and magnetic fields, and apply their effect on the motion of a point
							 charge and to the electric current in a wire or coil;
critique electromagnetic induction and evaluate its
							 application to electric circuits and various devices;
investigate, analyze, and evaluate the concepts of
							 solid-state physics and the application of semiconductors and superconductors
							 in the advancement of electronics through the development of diodes,
							 transistors and integrated circuits;
compare and contrast the kinetic and potential
							 energies and energy transformations of different oscillating systems;
analyze optical and acoustical devices for their
							 effective application of wave properties and their interactions;
analyze the role of technology in the development of
							 historical models of the atom and categorize evidence for the historical
							 development of the quantum mechanical theory;
analyze an atom's binding energy as related to
							 Einstein's special theory of relativity, and interpret the nuclear forces
							 present, and using the proton to neutron ratio, predict the type of nuclear
							 decay that could occur for nuclei.
Physics II students at the mastery level will:
apply graphical analysis to interpret motion in terms
							 of position, velocity, acceleration, and time and use data to deduce
							 mathematical relationships involving one and two dimensional motion;
experimentally verify laws of motion including
							 Newton's Laws, Conservation of Momentum, and Conservation of Energy and
							 synthesize concepts of rotational motion from linear motion equations;
predict and verify the effect of variables on the
							 properties and dynamics of fluids;
interpret and apply concepts of thermal
							 physics;
deduce the relative values of electric force and
							 field strength based on the magnitude of and the distance from the point
							 charge;
construct, diagram and evaluate complex electrical
							 circuits;
predict and interpret magnetic forces and magnetic
							 fields, and apply their effect on the motion of a point charge and to the
							 electric current in a wire or coil;
critique electromagnetic induction and evaluate its
							 application to electric circuits and various devices;
investigate, analyze, and evaluate the concepts of
							 solid-state physics and the application of semiconductors and superconductors
							 in the advancement of electronics through the development of diodes,
							 transistors, and integrated circuits;
apply knowledge of simple harmonic motion to
							 calculate the kinetic and potential energies of the oscillating system;
examine wave properties and their interactions to
							 evaluate their application in the development of optical and acoustical
							 devices;
examine and critique the role of technology in the
							 development of historical models of the atom and evidence of the quantum
							 mechanical theory;
calculate an atom's binding energy as related to
							 Einstein's special theory of relativity, and interpret the nuclear forces
							 present, and differentiate between stable and nuclear nuclei, and if the
							 nucleus is unstable predict the type(s) of nuclear decay.
Physics II students at the partial mastery level
							 will:
will draw motion graphs to show motion in terms of
							 position, velocity, acceleration, and time and use data to deduce mathematical
							 relationships involving one dimensional motion;
recognize that laws of motion including Newton's
							 Laws, Conservation of Momentum, and Conservation of Energy can be verified
							 experimentally and contrast the concepts of linear and rotational
							 motion;
apply Pascal's Archimedes', and Bernoulli's,
							 principles in everyday situations;
apply concepts of thermal physics;
relate electric fields to electric forces and
							 distinguish between them;
construct, diagram and evaluate simple electrical
							 circuits;
relate magnetic forces and magnetic fields, and apply
							 their effect on the motion of a point charge and to the electric current in a
							 wire or coil;
apply electromagnetic induction to electric circuits
							 and various devices;
investigate the concepts of solid-state physics and
							 the application of semiconductors and superconductors in the advancement of
							 electronics through the development of diodes, transistors, and integrated
							 circuits;
calculate the kinetic and potential energies of the
							 oscillating system;
review wave properties and their interactions while
							 researching their application to the development of optical and acoustical
							 devices;
research the development of historical models of the
							 atom and describe evidence for the historical development of the quantum
							 mechanical theory;
calculate an atom's binding energy as related to
							 Einstein's special theory of relativity, and differentiate between stable and
							 unstable nuclei and list types of decay that the unstable nuclei could
							 display.
Physics II students at the novice level will:
measure distance and time to calculate velocity and
							 acceleration and describe mathematical relationships involving one dimensional
							 motion;
perform experiments on motion topics including
							 Newton's Laws, Conservation of Momentum, and Conservation of Energy and define
							 the concepts of rotational motion;
define the properties and dynamics of fluids;
state concepts of thermal physics;
calculate the field strength using Coulomb's
							 Law;
construct and diagram simple electrical
							 circuits;
relate magnetism to electric charge and
							 electricity;
describe electromagnetic induction;
investigate the applications of semiconductors and
							 superconductors in the advancement of electronics through the development of
							 diodes, transistors, and integrated circuits;
calculate the kinetic and/or potential energies of
							 the oscillating system;
list optical and acoustical devices and identify the
							 property that is the basis of the device;
arrange the models of the atom historically and list
							 evidence for the historical development of the quantum mechanical
							 theory;
calculate an atom's binding energy, and define stable
							 and unstable nuclei and list types of decay that the unstable nuclei could
							 display.
Objectives
Students will
SC.O.PII.2.1
apply graphical analysis to interpret motion in terms
							 of:
* position
* velocity
* acceleration
* time.
SC.O.PII.2.2
use data to deduce mathematical relationships
							 involving one and two dimensional motion.
SC.O.PII.2.3
experimentally verify laws of motion
							 including:
* Newton's Laws
* Conservation of Momentum (linear and
							 angular)
* Conservation of Energy.
SC.O.PII.2.4
using knowledge of linear motion equations,
							 synthesize concepts of rotational motion:
* angular speed and acceleration
* centripetal acceleration
* Newtonian gravitation
* Kepler's Laws
* torque.
SC.O.PII.2.5
predict and verify the effect of variables on the
							 properties and dynamics of fluids.
SC.O.PII.2.6
interpret and apply concepts of thermal
							 physics:
* distinction of heat and temperature
* thermal expansion
* properties of Ideal Gases
* Kinetic Theory
* specific heat
* energy transfer.
SC.O.PII.2.7
deduce the relative values of electric force and
							 field strength based on the magnitude of and the distance from the point
							 charge:
* Coulomb's Law
* inverse square law.
SC.O.PII.2.8
construct, diagram and evaluate complex electrical
							 circuits.
SC.O.PII.2.9
predict and interpret magnetic forces and magnetic
							 fields, and apply their effect on the motion of a point charge and to the
							 electric current in a wire or coil.
SC.O.PII.2.10
critique electromagnetic induction and evaluate its
							 application to electric circuits and various devices.
SC.O.PII.2.11
investigate, analyze, and evaluate the concepts of
							 solid-state physics and the application of semiconductors and superconductors
							 in the advancement of electronics through the development of diodes,
							 transistors, and integrated circuits.
SC.O.PII.2.12
apply knowledge of simple harmonic motion - to
							 calculate the kinetic and potential energies of the oscillating system:
* springs
* pendulums
* other oscillating objects.
SC.O.PII.2.13
examine wave properties and their
							 interactions:
* reflection
* refraction
* dispersion
* total internal deflection
* interference
* diffraction
* Doppler Shift
* beats
* polarization.
SC.O.PII.2.14
evaluate the application of wave properties to the
							 development of optical and acoustical devices.
SC.O.PII.2.15
critique the role of technology in the development of
							 historical models of the atom:
* radioactivity
* atomic spectra
* particle accelerators, etc.
SC.O.PII.2.16
examine evidence for the historical development of
							 the quantum mechanical theory:
* Planck's blackbody radiation
* Einstein's photoelectric effect
* deBroglie's duality.
SC.O.PII.2.17
calculate an atom's binding energy as related to
							 Einstein's special theory of relativity, and interpret the nuclear forces
							 present.
SC.O.PII.2.18
differentiate between stable and unstable nuclei, and
							 if the nucleus is unstable predict the type(s) of nuclear decay.