Pennsylvania Bulletin

PA Bulletin, Doc. No. 02-9a

[32 Pa.B. 17]

[Continued from previous Web Page]

3.2.  Inquiry and Design

3.2.4.  GRADE 4 3.2.7.  GRADE 7 3.2.10.  GRADE 10 3.2.12.  GRADE 12

Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to. . .

A. Identify and use the nature of scientific and technological knowledge.
*  Distinguish between a scientific fact and a belief.
*  Provide clear explanations that account for observations and results.
*  Relate how new information can change existing perceptions.
A. Explain and apply scientific and technological knowledge.
*  Distinguish between a scientific theory and a belief.
*  Answer ''What if'' questions based on observation, inference or prior knowledge or experience.
*  Explain how skepticism about an accepted scientific explanation led to a new understanding.
*  Explain how new information may change existing theories and practice.
A. Apply knowledge and understanding about the nature of scientific and technological knowledge.
*  Compare and contrast scientific theories and beliefs.
*  Know that science uses both direct and indirect observation means to study the world and the universe.
*  Integrate new information into existing theories and explain implied results.
A. Evaluate the nature of scientific and technological knowledge.
*  Know and use the ongoing scientific processes to continually improve and better understand how things work.
*  Critically evaluate the status of existing theories (e.g., germ theory of disease, wave theory of light, classification of subatomic particles, theory of evolution, epidemiology of AIDS).

B. Describe objects in the world using the five senses.
*  Recognize observational descriptors from each of the five senses (e.g., see-blue, feel-rough).
*  Use observations to develop a descriptive vocabulary.
B. Apply process knowledge to make and interpret observations.
*  Measure materials using a variety of scales.
*  Describe relationships by making inferences and predictions.
*  Communicate, use space/time relationships, define operationally, raise questions, formulate hypotheses, test and experiment.
*  Design controlled experiments, recognize variables, and manipulate variables.
*  Interpret data, formulate models, design models, and produce solutions.
B. Apply process knowledge and organize scientific and technological phenomena in varied ways.
*  Describe materials using precise quantitative and qualitative skills based on observations.
*  Develop appropriate scientific experiments: raising questions, formulating hypotheses, testing, controlled experiments, recognizing variables, manipulating variables, interpreting data, and producing solutions.
*  Use process skills to make inferences and predictions using collected information and to communicate, using space/time relationships, defining operationally.
B. Evaluate experimental information for appropriateness and adherence to relevant science processes.
*  Evaluate experimental data correctly within experimental limits.
*  Judge that conclusions are consistent and logical with experimental conditions.
*  Interpret results of experimental research to predict new information or improve a solution.

C. Recognize and use the elements of scientific inquiry to solve problems.
*  Generate questions about objects, organisms and/or events that can be answered through scientific investigations.
*  Design an investigation.
*  Conduct an experiment.
*  State a conclusion that is consistent with the information.
C. Identify and use the elements of scientific inquiry to solve problems.
*  Generate questions about objects, organisms and/or events that can be answered through scientific investigations.
*  Evaluate the appropriateness of questions.
*  Design an investigation with limited variables to investigate a question.
*  Conduct a two-part experiment.
*  Judge the significance of experimental information in answering the question.
*  Communicate appropriate conclusions from the experiment.
C. Apply the elements of scientific inquiry to solve problems.
*  Generate questions about objects, organisms and/or events that can be answered through scientific investigations.
*  Evaluate the appropriateness of questions.
*  Design an investigation with adequate control and limited variables to investigate a question.
*  Conduct a multiple step experiment.
*  Organize experimental information using a variety of analytic methods.
*  Judge the significance of experimental information in answering the question.
*  Suggest additional steps that might be done experimentally.
C. Apply the elements of scientific inquiry to solve multi-step problems.
*  Generate questions about objects, organisms and/or events that can be answered through scientific investigations.
*  Evaluate the appropriateness of questions.
*  Design an investigation with adequate control and limited variables to investigate a question.
*  Organize experimental information using analytic and descriptive techniques.
*  Evaluate the significance of experimental information in answering the question.
*  Project additional questions from a research study that could be studied.

D. Recognize and use the technological design process to solve problems.
*  Recognize and explain basic problems.
*  Identify possible solutions and their course of action.
*  Try a solution.
*  Describe the solution, identify its impacts and modify if necessary.
*  Show the steps taken and the results.
D. Know and use the technological design process to solve problems.
*  Define different types of problems.
*  Define all aspects of the problem, necessary information and questions that must be answered.
*  Propose the best solution.
*  Design and propose alternative methods to achieve solutions.
*  Apply a solution.
*  Explain the results, present improvements, identify and infer the impacts of the solution.
D. Identify and apply the technological design process to solve problems.
*  Examine the problem, rank all necessary information and all questions that must be answered.
*  Propose and analyze a solution.
*  Implement the solution.
*  Evaluate the solution, test, redesign and improve as necessary.
*  Communicate the process and evaluate and present the impacts of the solution.
D. Analyze and use the technological design process to solve problems.
*  Assess all aspects of the problem, prioritize the necessary information and formulate questions that must be answered.
*  Propose, develop and appraise the best solution and develop alternative solutions.
*  Implement and assess the solution.
*  Evaluate and assess the solution, redesign and improve as necessary.
*  Communicate and assess the process and evaluate and present the impacts of the solution.

3.3.  Biological Sciences

3.3.4.  GRADE 4 3.3.7.  GRADE 7 3.3.10.  GRADE 10 3.3.12.  GRADE 12

Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to. . .

A. Know the similarities and differences of living things.
*  Identify life processes of living things (e.g., growth, digestion, react to environment).
*  Know that some organisms have similar external characteristics (e.g., anatomical characteristics; appendages, type of covering, body segments) and that similarities and differences are related to environmental habitat.
*  Describe basic needs of plants and animals.
A. Describe the similarities and differences that characterize diverse living things.
*  Describe how the structures of living things help them function in unique ways.
*  Explain how to use a dichotomous key to identify plants and animals.
*  Account for adaptations among organisms that live in a particular environment.
A. Explain the structural and functional similarities and differences found among living things.
*  Identify and characterize major life forms according to their placement in existing classification groups.
*  Explain the relationship between structure and function at the molecular and cellular levels.
*  Describe organizing schemes of classification keys.
*  Identify and characterize major life forms by kingdom, phyla, class and order.
A. Explain the relationship between structure and function at all levels of organization.
*  Identify and explain interactions among organisms (e.g., mutually beneficial, harmful relationships).
*  Explain and analyze the relationship between structure and function at the molecular, cellular and organ-system level.
*  Describe and explain structural and functional relationships in each of the five (or six) kingdoms.
*  Explain significant biological diversity found in each of the biomes.

B. Know that living things are made up of parts that have specific functions.
*  Identify examples of unicellular and multicellular organisms.
*  Determine how different parts of a living thing work together to make the organism function.
B. Describe the cell as the basic structural and functional unit of living things.
*  Identify the levels of organization from cell to organism.
*  Compare life processes at the organism level with life processes at the cell level.
*  Explain that cells and organisms have particular structures that underlie their functions.
*  Describe and distinguish among cell cycles, reproductive cycles and life cycles.
*  Explain disease effects on structures or functions of an organism.
B. Describe and explain the chemical and structural basis of living organisms.
*  Describe the relationship between the structure of organic molecules and the function they serve in living organisms.
*  Identify the specialized structures and regions of the cell and the functions of each.
*  Explain how cells store and use information to guide their functions.
*  Explain cell functions and processes in terms of chemical reactions and energy changes.
B. Analyze the chemical and structural basis of living organisms.
*  Identify and describe factors affecting metabolic function (e.g., temperature, acidity, hormones).
*  Evaluate metabolic activities using experimental knowledge of enzymes.
*  Evaluate relationships between structure and functions of different anatomical parts given their structure.
*  Describe potential impact of genome research on the biochemistry and physiology of life.

C. Know that characteristics are inherited and, thus, offspring closely resemble their parents.
*  Identify characteristics for animal and plant survival in different climates.
*  Identify physical characteristics that appear in both parents and offspring and differ between families, strains or species. C. Know that every organism has a set of genetic instructions that determines its inherited traits.
*  Identify and explain inheritable characteristics.
*  Identify that the gene is the basic unit of inheritance.
*  Identify basic patterns of inheritance (e.g., dominance, recessive, codominance).
*  Describe how traits are inherited.
*  Distinguish how different living things reproduce (e.g., vegetative budding, sexual).
*  Recognize that mutations can alter a gene.
*  Describe how selective breeding, natural selection and genetic technologies can change genetic makeup of organisms.
C. Describe how genetic information is inherited and expressed.
*  Compare and contrast the function of mitosis and meiosis.
*  Describe mutations' effects on a trait's expression.
*  Distinguish different reproductive patterns in living things (e.g., budding, spores, fission).
*  Compare random and selective breeding practices and their results (e.g., antibiotic resistant bacteria).
*  Explain the relationship among DNA, genes and chromosomes.
*  Explain different types of inheritance (e.g., multiple allele, sex-influenced traits).
*  Describe the role of DNA in protein synthesis as it relates to gene expression.
C. Explain gene inheritance and expression at the molecular level.
*  Analyze gene expression at the molecular level.
*  Describe the roles of nucleic acids in cellular reproduction and protein synthesis.
*  Describe genetic engineering techniques, applications and impacts.
*  Explain birth defects from the standpoint of embryological development and/or changes in genetic makeup.

D. Identify changes in living things over time.
*  Compare extinct life forms with living organisms.
D. Explain basic concepts of natural selection.
*  Identify adaptations that allow organisms to survive in their environment.
*  Describe how an environmental change can affect the survival of organisms and entire species.
*  Know that differences in individuals of the same species may give some advantage in surviving and reproducing.
*  Recognize that populations of organisms can increase rapidly.
*  Describe the role that fossils play in studying the past.
*  Explain how biologic extinction is a natural process.
D. Explain the mechanisms of the theory of evolution.
*  Analyze data from fossil records, similarities in anatomy and physiology, embryological studies and DNA studies that are relevent to the theory of evolution.
*  Explain the role of mutations and gene recombination in changing a population of organisms.
*  Compare modern day descendents of extinct species and propose possible scientific accounts for their present appearance.
*  Describe the factors (e.g., isolation, differential reproduction) affecting gene frequency in a population over time and their consequences.
*  Describe and differentiate between the roles of natural selection and genetic drift.
*  Describe changes that illustrate major events in the earth's development based on a time line.
*  Explain why natural selection can act only on inherited traits.
*  Apply the concept of natural selection to illustrate and account for a species' survival, extinction or change over time.
D. Analyze the theory of evolution.
*  Examine human history by describing the progression from early hominids to modern humans.
*  Apply the concept of natural selection as a central concept in illustrating evolution theory.

Ecosystem Standards are in the Environment and Ecology Standard Category (4.6).

3.4.  Physical Science, Chemistry and Physics

3.4.4.  GRADE 4 3.4.7.  GRADE 7 3.4.10.  GRADE 10 3.4.12.  GRADE 12

Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to. . .

A. Recognize basic concepts about the structure and properties of matter.
*  Describe properties of matter (e.g., hardness, reactions to simple chemical tests).
*  Know that combining two or more substances can make new materials with different properties.
*  Know different material characteristics (e.g., texture, state of matter, solubility).
A. Describe concepts about the structure and properties of matter.
*  Identify elements as basic building blocks of matter that cannot be broken down chemically.
*  Distinguish compounds from mixtures.
*  Describe and conduct experiments that identify chemical and physical properties.
*  Describe reactants and products of simple chemical reactions.
A. Explain concepts about the structure and properties of matter.
*  Know that atoms are composed of even smaller sub-atomic structures whose properties are measurable.
*  Explain the repeating pattern of chemical properties by using the repeating patterns of atomic structure within the periodic table.
*  Predict the behavior of gases through the use of Boyle's, Charles' or the ideal gas law, in everyday situations.
*  Describe phases of matter according to the Kinetic Molecular Theory.
*  Explain the formation of compounds and their resulting properties using bonding theories (ionic and covalent).
*  Recognize formulas for simple inorganic compounds.
*  Describe various types of chemical reactions by applying the laws of conservation of mass and energy.
*  Apply knowledge of mixtures to appropriate separation techniques.
*  Understand that carbon can form several types of compounds.
A. Apply concepts about the structure and properties of matter.
*  Apply rules of systematic nomenclature and formula writing to chemical substances.
*  Classify and describe, in equation form, types of chemical and nuclear reactions.
*  Explain how radioactive isotopes that are subject to decay can be used to estimate the age of materials.
*  Explain how the forces that bind solids, liquids and gases affect their properties.
*  Characterize and identify important classes of compounds (e.g., acids, bases, salts).
*  Apply the conservation of energy concept to fields as diverse as mechanics, nuclear particles and studies of the origin of the universe.
*  Apply the predictability of nuclear decay to estimate the age of materials that contain radioactive isotopes.
*  Quantify the properties of matter (e.g., density, solubility coefficients) by applying mathematical formulas.

B. Know basic energy types, sources and conversions.
*  Identify energy forms and examples (e.g., sunlight, heat, stored, motion).
*  Know the concept of the flow of energy by measuring flow through an object or system.
*  Describe static electricity in terms of attraction, repulsion and sparks.
*  Apply knowledge of the basic electrical circuits to design and construction simple direct current circuits.
*  Classify materials as conductors and nonconductors.
*  Know and demonstrate the basic properties of heat by producing it in a variety of ways.
*  Know the characteristics of light (e.g., reflection, refraction, absorption) and use them to produce heat, color or a virtual image.
B. Relate energy sources and transfers to heat and temperature.
*  Identify and describe sound changes in moving objects.
*  Know that the sun is a major source of energy that emits wavelengths of visible light, infrared and ultraviolet radiation.
*  Explain the conversion of one form of energy to another by applying knowledge of each form of energy.
*  Explain the parts and functions in an electrical circuit.
B. Analyze energy sources and transfers of heat.
*  Determine the efficiency of chemical systems by applying mathematical formulas.
*  Use knowledge of chemical reactions to generate an electrical current.
*  Evaluate energy changes in chemical reactions.
*  Use knowledge of conservation of energy and momentum to explain common phenomena (e.g., refrigeration system, rocket propulsion).
*  Explain resistance, current and electro-motive force (Ohm's Law).
B. Apply and analyze energy sources and conversions and their relationship to heat and temperature.
*  Determine the heat involved in illustrative chemical reactions.
*  Evaluate mathematical formulas that calculate the efficiency of specific chemical and mechanical systems.
*  Use knowledge of oxidation and reduction to balance complex reactions.
*  Apply appropriate thermodynamic concepts (e.g., conservation, entropy) to solve problems relating to energy and heat.

C. Observe and describe different types of force and motion.
*  Identify characteristics of sound (pitch, loudness and echoes).
*  Recognize forces that attract or repel other objects and demonstrate them.
*  Describe various types of motions.
*  Compare the relative movement of objects and describe types of motion that are evident.
*  Describe the position of an object by locating it relative to another object or the background (e.g., geographic direction, left, up).
C. Identify and explain the principles of force and motion.
*  Describe the motion of an object based on its position, direction and speed.
*  Classify fluid power systems according to fluid used or mode of power transmission (e.g., air, oil).
*  Explain various motions using models.
*  Explain how convex and concave mirrors and lens change light images.
*  Explain how sound and light travel in waves of differing speeds, sizes and frequencies.
C. Distinguish among the principles of force and motion.
*  Identify the relationship of electricity and magnetism as two aspects of a single electromagnetic force.
*  Identify elements of simple machines in compound machines.
*  Explain fluid power systems through the design and construction of appropriate models.
*  Describe sound effects (e.g., Doppler effect, amplitude, frequency, reflection, refraction, absorption, sonar, seismic).
*  Describe light effects (e.g., Doppler effect, dispersion, absorption, emission spectra, polarization, interference).
*  Describe and measure the motion of sound, light and other objects.
*  Know Newton's laws of motion (including inertia, action and reaction) and gravity and apply them to solve problems related to forces and mass.
*  Determine the efficiency of mechanical systems by applying mathematical formulas.
C. Apply the principles of motion and force.
*  Evaluate wave properties of frequency, wavelength and speed as applied to sound and light through different media.
*  Propose and produce modifications to specific mechanical power systems that will improve their efficiency.
*  Analyze the principles of translational motion, velocity and acceleration as they relate to free fall and projectile motion.
*  Analyze the principles of rotational motion to solve problems relating to angular momentum, and torque.
*  Interpret a model that illustrates circular motion and acceleration.
*  Describe inertia, motion, equilibrium, and action/reaction concepts through words, models and mathematical symbols.

D. Describe the composition and structure of the universe and the earth's place in it.
*  Recognize earth's place in the solar system.
*  Explain and illustrate the causes of seasonal changes.
*  Identify planets in our solar system and their general characteristics.
*  Describe the solar system motions and use them to explain time (e.g., days, seasons), major lunar phases and eclipses.
D. Describe essential ideas about the composition and structure of the universe and the earth's place in it.
*  Compare various planets' characteristics.
*  Describe basic star types and identify the sun as a star type.
*  Describe and differentiate comets, asteroids and meteors.
*  Identify gravity as the force that keeps planets in orbit around the sun and governs the rest of the movement of the solar system and the universe.
*  Illustrate how the position of stars and constellations change in relation to the Earth during an evening and from month to month.
*  Identify equipment and instruments that explore the universe.
*  Identify the accomplishments and contributions provided by selected past and present scientists in the field of astronomy.
*  Identify and articulate space program efforts to investigate possibilities of living in space and on other planets.
D. Explain essential ideas about the composition and structure of the universe.
*  Compare the basic structures of the universe (e.g., galaxy types, nova, black holes, neutron stars).
*  Describe the structure and life cycle of star, using the Hertzsprung-Russell diagram.
*  Describe the nuclear processes involved in energy production in a star.
*  Explain the ''red-shift'' and Hubble's use of it to determine stellar distance and movement.
*  Compare absolute versus apparent star magnitude and their relation to stellar distance.
*  Explain the impact of the Copernican and Newtonian thinking on man's view of the universe.
*  Identify and analyze the findings of several space instruments in regard to the extent and composition of the solar system and universe.
D. Analyze the essential ideas about the composition and structure of the universe.
*  Analyze the Big Bang Theory's use of gravitation and nuclear reaction to explain a possible origin of the universe.
*  Compare the use of visual, radio and x-ray telescopes to collect data regarding the structure and evolution of the universe.
*  Correlate the use of the special theory of relativity and the life of a star.

Refer to Technology Standard Category 3.6 for applied uses of these concepts and principles.

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3.2. Inquiry and Design
3.2.4. GRADE 4		3.2.7. GRADE 7		3.2.10. GRADE 10		3.2.12. GRADE 12
*Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to. . .*
A.	Identify and use the nature of scientific and technological knowledge. * Distinguish between a scientific fact and a belief. * Provide clear explanations that account for observations and results. * Relate how new information can change existing perceptions.	A.	Explain and apply scientific and technological knowledge. * Distinguish between a scientific theory and a belief. * Answer ''What if'' questions based on observation, inference or prior knowledge or experience. * Explain how skepticism about an accepted scientific explanation led to a new understanding. * Explain how new information may change existing theories and practice.	A.	Apply knowledge and understanding about the nature of scientific and technological knowledge. * Compare and contrast scientific theories and beliefs. * Know that science uses both direct and indirect observation means to study the world and the universe. * Integrate new information into existing theories and explain implied results.	A.	Evaluate the nature of scientific and technological knowledge. * Know and use the ongoing scientific processes to continually improve and better understand how things work. * Critically evaluate the status of existing theories (e.g., germ theory of disease, wave theory of light, classification of subatomic particles, theory of evolution, epidemiology of AIDS).
B.	Describe objects in the world using the five senses. * Recognize observational descriptors from each of the five senses (e.g., see-blue, feel-rough). * Use observations to develop a descriptive vocabulary.	B.	Apply process knowledge to make and interpret observations. * Measure materials using a variety of scales. * Describe relationships by making inferences and predictions. * Communicate, use space/time relationships, define operationally, raise questions, formulate hypotheses, test and experiment. * Design controlled experiments, recognize variables, and manipulate variables. * Interpret data, formulate models, design models, and produce solutions.	B.	Apply process knowledge and organize scientific and technological phenomena in varied ways. * Describe materials using precise quantitative and qualitative skills based on observations. * Develop appropriate scientific experiments: raising questions, formulating hypotheses, testing, controlled experiments, recognizing variables, manipulating variables, interpreting data, and producing solutions. * Use process skills to make inferences and predictions using collected information and to communicate, using space/time relationships, defining operationally.	B.	Evaluate experimental information for appropriateness and adherence to relevant science processes. * Evaluate experimental data correctly within experimental limits. * Judge that conclusions are consistent and logical with experimental conditions. * Interpret results of experimental research to predict new information or improve a solution.
C.	Recognize and use the elements of scientific inquiry to solve problems. * Generate questions about objects, organisms and/or events that can be answered through scientific investigations. * Design an investigation. * Conduct an experiment. * State a conclusion that is consistent with the information.	C.	Identify and use the elements of scientific inquiry to solve problems. * Generate questions about objects, organisms and/or events that can be answered through scientific investigations. * Evaluate the appropriateness of questions. * Design an investigation with limited variables to investigate a question. * Conduct a two-part experiment. * Judge the significance of experimental information in answering the question. * Communicate appropriate conclusions from the experiment.	C.	Apply the elements of scientific inquiry to solve problems. * Generate questions about objects, organisms and/or events that can be answered through scientific investigations. * Evaluate the appropriateness of questions. * Design an investigation with adequate control and limited variables to investigate a question. * Conduct a multiple step experiment. * Organize experimental information using a variety of analytic methods. * Judge the significance of experimental information in answering the question. * Suggest additional steps that might be done experimentally.	C.	Apply the elements of scientific inquiry to solve multi-step problems. * Generate questions about objects, organisms and/or events that can be answered through scientific investigations. * Evaluate the appropriateness of questions. * Design an investigation with adequate control and limited variables to investigate a question. * Organize experimental information using analytic and descriptive techniques. * Evaluate the significance of experimental information in answering the question. * Project additional questions from a research study that could be studied.
D.	Recognize and use the technological design process to solve problems. * Recognize and explain basic problems. * Identify possible solutions and their course of action. * Try a solution. * Describe the solution, identify its impacts and modify if necessary. * Show the steps taken and the results.	D.	Know and use the technological design process to solve problems. * Define different types of problems. * Define all aspects of the problem, necessary information and questions that must be answered. * Propose the best solution. * Design and propose alternative methods to achieve solutions. * Apply a solution. * Explain the results, present improvements, identify and infer the impacts of the solution.	D.	Identify and apply the technological design process to solve problems. * Examine the problem, rank all necessary information and all questions that must be answered. * Propose and analyze a solution. * Implement the solution. * Evaluate the solution, test, redesign and improve as necessary. * Communicate the process and evaluate and present the impacts of the solution.	D.	Analyze and use the technological design process to solve problems. * Assess all aspects of the problem, prioritize the necessary information and formulate questions that must be answered. * Propose, develop and appraise the best solution and develop alternative solutions. * Implement and assess the solution. * Evaluate and assess the solution, redesign and improve as necessary. * Communicate and assess the process and evaluate and present the impacts of the solution.

3.3. Biological Sciences
3.3.4. GRADE 4		3.3.7. GRADE 7		3.3.10. GRADE 10		3.3.12. GRADE 12
*Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to. . .*
A.	Know the similarities and differences of living things. * Identify life processes of living things (e.g., growth, digestion, react to environment). * Know that some organisms have similar external characteristics (e.g., anatomical characteristics; appendages, type of covering, body segments) and that similarities and differences are related to environmental habitat. * Describe basic needs of plants and animals.	A.	Describe the similarities and differences that characterize diverse living things. * Describe how the structures of living things help them function in unique ways. * Explain how to use a dichotomous key to identify plants and animals. * Account for adaptations among organisms that live in a particular environment.	A.	Explain the structural and functional similarities and differences found among living things. * Identify and characterize major life forms according to their placement in existing classification groups. * Explain the relationship between structure and function at the molecular and cellular levels. * Describe organizing schemes of classification keys. * Identify and characterize major life forms by kingdom, phyla, class and order.	A.	Explain the relationship between structure and function at all levels of organization. * Identify and explain interactions among organisms (e.g., mutually beneficial, harmful relationships). * Explain and analyze the relationship between structure and function at the molecular, cellular and organ-system level. * Describe and explain structural and functional relationships in each of the five (or six) kingdoms. * Explain significant biological diversity found in each of the biomes.
B.	Know that living things are made up of parts that have specific functions. * Identify examples of unicellular and multicellular organisms. * Determine how different parts of a living thing work together to make the organism function.	B.	Describe the cell as the basic structural and functional unit of living things. * Identify the levels of organization from cell to organism. * Compare life processes at the organism level with life processes at the cell level. * Explain that cells and organisms have particular structures that underlie their functions. * Describe and distinguish among cell cycles, reproductive cycles and life cycles. * Explain disease effects on structures or functions of an organism.	B.	Describe and explain the chemical and structural basis of living organisms. * Describe the relationship between the structure of organic molecules and the function they serve in living organisms. * Identify the specialized structures and regions of the cell and the functions of each. * Explain how cells store and use information to guide their functions. * Explain cell functions and processes in terms of chemical reactions and energy changes.	B.	Analyze the chemical and structural basis of living organisms. * Identify and describe factors affecting metabolic function (e.g., temperature, acidity, hormones). * Evaluate metabolic activities using experimental knowledge of enzymes. * Evaluate relationships between structure and functions of different anatomical parts given their structure. * Describe potential impact of genome research on the biochemistry and physiology of life.
C.	Know that characteristics are inherited and, thus, offspring closely resemble their parents. * Identify characteristics for animal and plant survival in different climates. * Identify physical characteristics that appear in both parents and offspring and differ between families, strains or species.	C.	Know that every organism has a set of genetic instructions that determines its inherited traits. * Identify and explain inheritable characteristics. * Identify that the gene is the basic unit of inheritance. * Identify basic patterns of inheritance (e.g., dominance, recessive, codominance). * Describe how traits are inherited. * Distinguish how different living things reproduce (e.g., vegetative budding, sexual). * Recognize that mutations can alter a gene. * Describe how selective breeding, natural selection and genetic technologies can change genetic makeup of organisms.	C.	Describe how genetic information is inherited and expressed. * Compare and contrast the function of mitosis and meiosis. * Describe mutations' effects on a trait's expression. * Distinguish different reproductive patterns in living things (e.g., budding, spores, fission). * Compare random and selective breeding practices and their results (e.g., antibiotic resistant bacteria). * Explain the relationship among DNA, genes and chromosomes. * Explain different types of inheritance (e.g., multiple allele, sex-influenced traits). * Describe the role of DNA in protein synthesis as it relates to gene expression.	C.	Explain gene inheritance and expression at the molecular level. * Analyze gene expression at the molecular level. * Describe the roles of nucleic acids in cellular reproduction and protein synthesis. * Describe genetic engineering techniques, applications and impacts. * Explain birth defects from the standpoint of embryological development and/or changes in genetic makeup.
D.	Identify changes in living things over time. * Compare extinct life forms with living organisms.	D.	Explain basic concepts of natural selection. * Identify adaptations that allow organisms to survive in their environment. * Describe how an environmental change can affect the survival of organisms and entire species. * Know that differences in individuals of the same species may give some advantage in surviving and reproducing. * Recognize that populations of organisms can increase rapidly. * Describe the role that fossils play in studying the past. * Explain how biologic extinction is a natural process.	D.	Explain the mechanisms of the theory of evolution. * Analyze data from fossil records, similarities in anatomy and physiology, embryological studies and DNA studies that are relevent to the theory of evolution. * Explain the role of mutations and gene recombination in changing a population of organisms. * Compare modern day descendents of extinct species and propose possible scientific accounts for their present appearance. * Describe the factors (e.g., isolation, differential reproduction) affecting gene frequency in a population over time and their consequences. * Describe and differentiate between the roles of natural selection and genetic drift. * Describe changes that illustrate major events in the earth's development based on a time line. * Explain why natural selection can act only on inherited traits. * Apply the concept of natural selection to illustrate and account for a species' survival, extinction or change over time.	D.	Analyze the theory of evolution. * Examine human history by describing the progression from early hominids to modern humans. * Apply the concept of natural selection as a central concept in illustrating evolution theory.
Ecosystem Standards are in the Environment and Ecology Standard Category (4.6).

3.4. Physical Science, Chemistry and Physics
3.4.4. GRADE 4		3.4.7. GRADE 7		3.4.10. GRADE 10		3.4.12. GRADE 12
*Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to. . .*
A.	Recognize basic concepts about the structure and properties of matter. * Describe properties of matter (e.g., hardness, reactions to simple chemical tests). * Know that combining two or more substances can make new materials with different properties. * Know different material characteristics (e.g., texture, state of matter, solubility).	A.	Describe concepts about the structure and properties of matter. * Identify elements as basic building blocks of matter that cannot be broken down chemically. * Distinguish compounds from mixtures. * Describe and conduct experiments that identify chemical and physical properties. * Describe reactants and products of simple chemical reactions.	A.	Explain concepts about the structure and properties of matter. * Know that atoms are composed of even smaller sub-atomic structures whose properties are measurable. * Explain the repeating pattern of chemical properties by using the repeating patterns of atomic structure within the periodic table. * Predict the behavior of gases through the use of Boyle's, Charles' or the ideal gas law, in everyday situations. * Describe phases of matter according to the Kinetic Molecular Theory. * Explain the formation of compounds and their resulting properties using bonding theories (ionic and covalent). * Recognize formulas for simple inorganic compounds. * Describe various types of chemical reactions by applying the laws of conservation of mass and energy. * Apply knowledge of mixtures to appropriate separation techniques. * Understand that carbon can form several types of compounds.	A.	Apply concepts about the structure and properties of matter. * Apply rules of systematic nomenclature and formula writing to chemical substances. * Classify and describe, in equation form, types of chemical and nuclear reactions. * Explain how radioactive isotopes that are subject to decay can be used to estimate the age of materials. * Explain how the forces that bind solids, liquids and gases affect their properties. * Characterize and identify important classes of compounds (e.g., acids, bases, salts). * Apply the conservation of energy concept to fields as diverse as mechanics, nuclear particles and studies of the origin of the universe. * Apply the predictability of nuclear decay to estimate the age of materials that contain radioactive isotopes. * Quantify the properties of matter (e.g., density, solubility coefficients) by applying mathematical formulas.
B.	Know basic energy types, sources and conversions. * Identify energy forms and examples (e.g., sunlight, heat, stored, motion). * Know the concept of the flow of energy by measuring flow through an object or system. * Describe static electricity in terms of attraction, repulsion and sparks. * Apply knowledge of the basic electrical circuits to design and construction simple direct current circuits. * Classify materials as conductors and nonconductors. * Know and demonstrate the basic properties of heat by producing it in a variety of ways. * Know the characteristics of light (e.g., reflection, refraction, absorption) and use them to produce heat, color or a virtual image.	B.	Relate energy sources and transfers to heat and temperature. * Identify and describe sound changes in moving objects. * Know that the sun is a major source of energy that emits wavelengths of visible light, infrared and ultraviolet radiation. * Explain the conversion of one form of energy to another by applying knowledge of each form of energy. * Explain the parts and functions in an electrical circuit.	B.	Analyze energy sources and transfers of heat. * Determine the efficiency of chemical systems by applying mathematical formulas. * Use knowledge of chemical reactions to generate an electrical current. * Evaluate energy changes in chemical reactions. * Use knowledge of conservation of energy and momentum to explain common phenomena (e.g., refrigeration system, rocket propulsion). * Explain resistance, current and electro-motive force (Ohm's Law).	B.	Apply and analyze energy sources and conversions and their relationship to heat and temperature. * Determine the heat involved in illustrative chemical reactions. * Evaluate mathematical formulas that calculate the efficiency of specific chemical and mechanical systems. * Use knowledge of oxidation and reduction to balance complex reactions. * Apply appropriate thermodynamic concepts (e.g., conservation, entropy) to solve problems relating to energy and heat.
C.	Observe and describe different types of force and motion. * Identify characteristics of sound (pitch, loudness and echoes). * Recognize forces that attract or repel other objects and demonstrate them. * Describe various types of motions. * Compare the relative movement of objects and describe types of motion that are evident. * Describe the position of an object by locating it relative to another object or the background (e.g., geographic direction, left, up).	C.	Identify and explain the principles of force and motion. * Describe the motion of an object based on its position, direction and speed. * Classify fluid power systems according to fluid used or mode of power transmission (e.g., air, oil). * Explain various motions using models. * Explain how convex and concave mirrors and lens change light images. * Explain how sound and light travel in waves of differing speeds, sizes and frequencies.	C.	Distinguish among the principles of force and motion. * Identify the relationship of electricity and magnetism as two aspects of a single electromagnetic force. * Identify elements of simple machines in compound machines. * Explain fluid power systems through the design and construction of appropriate models. * Describe sound effects (e.g., Doppler effect, amplitude, frequency, reflection, refraction, absorption, sonar, seismic). * Describe light effects (e.g., Doppler effect, dispersion, absorption, emission spectra, polarization, interference). * Describe and measure the motion of sound, light and other objects. * Know Newton's laws of motion (including inertia, action and reaction) and gravity and apply them to solve problems related to forces and mass. * Determine the efficiency of mechanical systems by applying mathematical formulas.	C.	Apply the principles of motion and force. * Evaluate wave properties of frequency, wavelength and speed as applied to sound and light through different media. * Propose and produce modifications to specific mechanical power systems that will improve their efficiency. * Analyze the principles of translational motion, velocity and acceleration as they relate to free fall and projectile motion. * Analyze the principles of rotational motion to solve problems relating to angular momentum, and torque. * Interpret a model that illustrates circular motion and acceleration. * Describe inertia, motion, equilibrium, and action/reaction concepts through words, models and mathematical symbols.
D.	Describe the composition and structure of the universe and the earth's place in it. * Recognize earth's place in the solar system. * Explain and illustrate the causes of seasonal changes. * Identify planets in our solar system and their general characteristics. * Describe the solar system motions and use them to explain time (e.g., days, seasons), major lunar phases and eclipses.	D.	Describe essential ideas about the composition and structure of the universe and the earth's place in it. * Compare various planets' characteristics. * Describe basic star types and identify the sun as a star type. * Describe and differentiate comets, asteroids and meteors. * Identify gravity as the force that keeps planets in orbit around the sun and governs the rest of the movement of the solar system and the universe. * Illustrate how the position of stars and constellations change in relation to the Earth during an evening and from month to month. * Identify equipment and instruments that explore the universe. * Identify the accomplishments and contributions provided by selected past and present scientists in the field of astronomy. * Identify and articulate space program efforts to investigate possibilities of living in space and on other planets.	D.	Explain essential ideas about the composition and structure of the universe. * Compare the basic structures of the universe (e.g., galaxy types, nova, black holes, neutron stars). * Describe the structure and life cycle of star, using the Hertzsprung-Russell diagram. * Describe the nuclear processes involved in energy production in a star. * Explain the ''red-shift'' and Hubble's use of it to determine stellar distance and movement. * Compare absolute versus apparent star magnitude and their relation to stellar distance. * Explain the impact of the Copernican and Newtonian thinking on man's view of the universe. * Identify and analyze the findings of several space instruments in regard to the extent and composition of the solar system and universe.	D.	Analyze the essential ideas about the composition and structure of the universe. * Analyze the Big Bang Theory's use of gravitation and nuclear reaction to explain a possible origin of the universe. * Compare the use of visual, radio and x-ray telescopes to collect data regarding the structure and evolution of the universe. * Correlate the use of the special theory of relativity and the life of a star.
Refer to Technology Standard Category 3.6 for applied uses of these concepts and principles.