cpo science: physical, earth, and space science · cpo science: physical, earth, and space science...
TRANSCRIPT
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.A19 - diploma
A. Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.
Systems Students apply an understanding of systems to explain and analyze man-made and natural phenomena.
50 movement of heat—convection
51 convection
51 convection
61 heat transfer through radiation
142 water cycle model
143 water cycle model
146 rivers and streams
147 rivers and streams
172 phases of the moon
178 stars and spectroscopy
191 astronomy and light
278 position of Earth among planets
116 how systems may reach equilibrium
117 equilibrium
119 equilibrium
149 levers
149 ramp as a simple machine
150 jack as a lever
151 types of levers
157 describe forms of energy from origin-Sun to life
206 heat conduction
208 natural and forced convection
209 thermal radiation
210 apply knowledge of heat transfer to different situations
257 types of water
267 types of water on Earth
434 how a generator works
542 recognize and describe how systems may reach equilibrium
591 rivers streams erosion and deposition
664 relative sizes and distances within the solar system
668 phases of the moon
Page 1 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
669 lunar eclipses
670 solar eclipses
672 tides and Earth and moon’s relationship
676 giant impact theory
694 classifying stars
695 using temperature and color to classify stars
696 brightness of a star
696 using brightness and luminosity to classify stars
697 H-R diagrams
697 temperature and luminosity of stars
S.A29 - diploma
A. Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.
Models Students evaluate the effectiveness of a model by comparing its predictions to actual observations from the physical setting, the living environment, and the technological world.
3 how close were predictions
26 compare prediction to graph
48 compare prediction to results
52 human arm model
75 modeling an atom
86 modeling a chemical bond
96 modeling a reaction
119 science is often in the form of models
219 which model is supported?
28 know that scientific knowledge can be in the form of models
Page 2 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.A39 - diploma
A. Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.
Constancy and Change
Students identify and analyze examples of constancy and change that result from varying types and rates of change in physical, biological, and technological systems with and without counterbalances.
39 energy in a system
68 radioactivity
69 radioactivity
172 phases of the moon
179 using a spectrometer to identify elements
180 analyzing light from different light sources
181 analyzing light from a star
182 star life cycle and H-R diagram
183 graphing star data
184 groupings on the H-R diagram
224 conservation of energy
85 constant velocity
114 compare and contrast constant and changing velocity
126 compare and contrast constant and changing velocity
166 conservation of energy in a broader context
337 history of law of conservation of mass
351 catalysts and inhibitors
355 basic concepts of radioactivity and decay of one atom into another
666 Earth’s rotation and patterns of day and night
667 patterns of day and night and years
668 phases of the moon
669 lunar eclipses
670 solar eclipses
670 solar eclipses
670 solar eclipses
672 tides and Earth and moon’s relationship
673 identify seasons
676 giant impact theory
695 explain how stars produce energy
Page 3 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
695 how stars produce energy
697 general features of the life cycle of stars
698 how stars form and how they produce energy and stars’ life cycle
699 star begins as a nebula
699 how stars form and features of life cycle
700 formation of stars
700 white dwarf stars
700 formation of a red giant
701 life cycle of a star
703 star’s life cycle
726 how doppler shift and cosmic background radiation are evidence for Big Bang
727 how stars form
727 evidence for Big Bang
728 star life cycle
728 evidence for Big Bang
731 evidence for Big Bang
Page 4 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.A49 - diploma
A. Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.
Scale Students apply understanding of scale to explain phenomena in physical, biological, and technological systems.
195 calculating solar brightness units (SBU) from kilometers in scientific notation
277 use astronomical units
277 use of light years
278 astronomical units
284 light years
284 use light years to describe distances in the universe
15 calculating light year using scientific notation
59 changes in scale influence characteristics
662 describe compare and explain the orbits of moons and planets
675 scientific notation
681 orbits of other bodies in the solar system
682 other bodies in solar system
683 orbits on bodies in solar system
708 astronomic numbers expressed in scientific notation
709 calculating and using light years
711 light years and time
718 light years
721 light years
724 light years
726 how doppler shift and cosmic background radiation are evidence for Big Bang
727 evidence for Big Bang
728 evidence for Big Bang
731 evidence for Big Bang
Page 5 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
733 converting numbers to scientific notation
Page 6 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.B19 - diploma
B. The Skills and Traits of Scientific Inquiry and Technological Design
Skills and Traits of Scientific Inquiry
Students methodically plan, conduct, analyze data from, and communicate results of in-depth scientific investigations, including experiments guided by a testable hypothesis.
each investigation begins with a Key Question
1 general lab safety guidelines
3 how close were predictions
4 timers
5 timers and photogates
6 identify cause and effect relationships
7 formulate hypothesis
8 make hypothesis
8 testing explanations against observations
11 recognizing and controlling variables
11 making and evaluating a graphical model
12 formulate a testable hypothesis
13 analysis of errors
13 recognizing controlling variables
13 photogates and timers
13 cause and effect relationships
15 design a procedure others can follow
20 make a hypothesis
22 create a graph
13 metric rulers
25 making graphical model from data
26 creating graphical model from data
27 analysis of trends from data
28 identifying cause and effect relationships
28 estimating from a graph
28 constructing graph from data
29 analyze trends from data
29 constructing a graph
34 asking scientific questions
38 describe steps of the scientific method
39 formulate a testable hypothesis
40 recognizing and controlling variables in observations and experiments
41 lab report
41 writing lab procedures
49 steps of scientific method
51 maps
52 photogates
52 photogates
Page 7 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
23 test your prediction
23 calculate percent error
24 predict what graph will look like
24 selecting ramp and photogates
26 compare prediction to graph
27 balances
27 force scales
28 make graph from data
28 balances
29 timers and photogates
30 photogates
30 formulate a testable hypothesis
34 graphical models
34 analyze trends from data
34 recognizing and controlling variables
37 explaining
43 chemical safety
47 heat safety
48 compare prediction to results
51 communication
53 graph mass vs. volume
54 slope of line
52 variables
54 maps
57 maps
58 maps
60 maps
62 maps
64 maps
66 maps
67 maps
78 timers
81 graphs
82 identify cause and effect relationships—real and hypothesized
82 analyze trends from data
82 making and evaluating graphs
83 determining slope of a line
85 determining slope
247 why is Earth’s atmosphere different from other planets
265 maps
332 communicating with graphs
391 using a multimeter to measure current
610 harmonic motion graphs
Page 8 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
62 constructing and evaluating graphical models from data
66 analyze trends from data
83 using balances
85 select materials from list
85 plan procedures and select materials
85 perform the experiment you designed
85 present results to the class
89 chemical safety
91 testing hypothesis
110 formulate testable hypothesis
110 collect observational data
113 creating and evaluating graphical model from data
114 analyze trends from data
115 sequencing events
119 communicating
122 maps
123 maps
124 maps
127 safety devices
133 identify cause and effect relationships
134 graduated cylindersPage 9 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
134 balances
137 create a solubility curve
146 identifying cause and effect relationships
155 analyze pendulum data
155 plan three experiments to determine which variable affects the period of a pendulum
155 investigate variables that affect the period of a pendulum
155 evaluate statistical significance
171 make a hypothesis
187 telescopes
190 construct graphical model from data and evaluate
190 telescopes
202 formulate testable hypothesis
203 construct and evaluate a quantitative graphical model
208 maps
215 explaining
218 create a graph
230 construct graphical model from data and evaluate
231 chemical safety
Page 10 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
239 formulate testable hypothesis
240 formulate testable hypothesis
240 construct and evaluate graphical models
241 recognize and control variables
245 use a multimeter
256 thermometers
S.B29 - diploma
B. The Skills and Traits of Scientific Inquiry and Technological Design
Skills and Traits of Technological Design
Students use a systematic process, tools and techniques, and a variety of materials to design and produce a solution or product that meets new needs or improves existing designs.
145 dimensioned drawings
159 sketch the wave fronts
277 design models
46 sample engineering problem
63 creating dimensional sketches
117 create and interpret dimensional drawings
119 dimensioned drawings
279 design and test model
Page 11 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.C19 - diploma
C. The Scientific and Technological Enterprise
Understandings of Inquiry
Students describe key aspects of scientific investigations: that they are guided by scientific principles and knowledge, that they are performed to test ideas, and that they are communicated and defended publicly.
7 recognize that repeatability is necessary
7 formulate hypothesis
8 make hypothesis
9 repeatability of investigations is necessary
12 formulate a testable hypothesis
20 make a hypothesis
30 formulate a testable hypothesis
110 formulate testable hypothesis
171 make a hypothesis
202 formulate testable hypothesis
239 formulate testable hypothesis
240 formulate testable hypothesis
34 recognizing that scientific knowledge is a process of learning
35 recognize that repeatability of investigations is necessary
36 historical context and perspective of discoveries
38 recognition that science is a process
38 describe steps of the scientific method
39 recognize repeatability of investigation is necessary for verification of evidence
39 formulate a testable hypothesis
44 importance of repeatability
49 steps of scientific method
64 science is a process of investigation of learning about the natural world
667 the history of clocks and the division of time
667 development of calendar
727 limits of what science can answer
Page 12 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.C29 - diploma
C. The Scientific and Technological Enterprise
Understandings About Science and Technology
Students explain how the relationship between scientific inquiry and technological design influences the advancement of ideas, products, and systems.
7 trace the development of measurement
9 bytes and SI prefixes
38 trace development of theories
45 science and technology
110 relationship between science and technology—maglev trains
111 relationship between science and applied technology
Page 13 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.C39 - diploma
C. The Scientific and Technological Enterprise
Science, Technology, and Society
Students describe the role of science and technology in creating and solving contemporary issues and challenges.
96 ocean acidification
150 draw conclusions about effects of human activity on resources
151 draw conclusions about effects of human activity on resources
240 oil seeps
241 environmental impact of using different energy sources
165 energy usage and conservation
246 nitrogen cycle
346 research economic impact of fuel cells
346 research environmental impact of fuel cells
367 understand how waste products from technology create pollutants
369 fossil fuels and carbon dioxide emissions
436 how human activity affects resources—renewable and nonrenewable
436 effects of human activity on natural resources
437 evnironmental impact of fossil fuel use
437 classify resources as renewable or nonrenewable
439 research and classify resources as renewable or nonrenewable
550 acid rain
552 acid rain
566 depleting Ogallala aquifer
567 protecting watersheds
Page 14 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.C49 - diploma
C. The Scientific and Technological Enterprise
History and Nature of Science
Students describe the human dimensions and traditions of science, the nature of scientific knowledge, and historical episodes in science that impacted science and society.
11 collaboration and peer review
7 trace the development of measurement
38 trace development of theories
44 science and peer review
291 history of periodic table development
667 development of calendar
S.D1a9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Universe and Solar System
Explain why the unit of light years can be used to describe distances to objects in the universe and use light years to describe distances.
277 use of light years
284 light years
284 use light years to describe distances in the universe
709 calculating and using light years
711 light years and time
718 light years
721 light years
724 light years
Page 15 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D1b9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Universe and Solar System
Explain the role of gravity in forming and maintaining planets, stars, and the solar system.
661 Newton’s universal law of gravitation
672 role of gravity in solar system
675 role of gravity in solar system
Page 16 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D1c9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Universe and Solar System
Outline the age, origin, and process of formation of the universe as currently understood by science.
179 using a spectrometer to identify elements
180 analyzing light from different light sources
181 analyzing light from a star
182 star life cycle and H-R diagram
183 graphing star data
184 groupings on the H-R diagram
192 measuring apparent brightness to calculate the distance to stars and galaxies
278 general characteristics of universe
681 how astronomical instruments help us understand the universe
695 how stars produce energy
695 explain how stars produce energy
697 general features of the life cycle of stars
698 how stars form and how they produce energy and stars’ life cycle
699 how stars form and features of life cycle
699 star begins as a nebula
700 white dwarf stars
700 formation of a red giant
700 formation of stars
701 life cycle of a star
703 star’s life cycle
712 history of the telescope
713 types and uses of telescopes
716 spacecraft as tools of astronomy
718 general characteristics of universe—galaxies
719 features of universe as we currently understand it
Page 17 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
719 how astronomical instruments helped us learn about the universe
720 characteristics of the universe
721 characteristics of the universe
724 astronomical instruments
724 description of galaxy as we know it
726 how doppler shift and cosmic background radiation are evidence for Big Bang
726 historical theories of universe
727 evidence for Big Bang
727 theories of universe origin
727 how stars form
728 evidence for Big Bang
728 star life cycle
731 evidence for Big Bang
734 research and describe astronomical objects
Page 18 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D1d9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Universe and Solar System
Describe the major events that have led to our current understanding of the universe and the current technologies used to further our understanding.
192 measuring apparent brightness to calculate the distance to stars and galaxies
681 how astronomical instruments help us understand the universe
712 history of the telescope
713 types and uses of telescopes
716 spacecraft as tools of astronomy
719 how astronomical instruments helped us learn about the universe
724 astronomical instruments
726 how doppler shift and cosmic background radiation are evidence for Big Bang
726 historical theories of universe
727 evidence for Big Bang
727 theories of universe origin
728 evidence for Big Bang
731 evidence for Big Bang
Page 19 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D2a9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Earth Describe and analyze the effect of solar radiation, ocean currents, and atmospheric conditions on the Earth’s surface and the habitability of Earth.
50 modeling convection in Earth's atmosphere
52 exploring sea and land breezes
61 heating land and water
142 explain relationship between solar energy and precipitation and rivers and oceans
143 understand relationship between solar energy and water cycle
260 global winds and ocean currents
261 exploring salinity and temperature-dependent layering
263 understanding the North Atlantic gyre
264 thermohaline currents
264 differential heating causes circulation of currents
250 effect of elevation on climate
251 fate of incoming solar radiation
253 large scale movement of air and how it affects weather
254 how differential heating of Earth causes air movements
255 differential heating of Earth results in circulation of air
255 effect of latitude on climate
255 how air movement affects weather
256 movement of air affects weather
259 latitudes affect where biomes occur
261 mountains affect climate
261 fate of incoming solar radiation
263 large scale movement of air causes weather changes
264 things that affect climate and weather
264 movement of air affects weather
Page 20 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
265 differential heating of Earth leads to distribution of heat
269 movement of air affects weather
373 greenhouse gases
374 how greenhouse gases work
573 effects of climate based on warm or cold ocean currents
671 relative amount of solar radiation
Page 21 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D2b9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Earth Describe Earth’s internal energy sources and their role in plate tectonics.
119 model Earth
120 types of features found along plate boundaries
120 model inner layers of Earth
121 three types of plate boundaries and features associated with them
123 structures that form at certain plate boundaries
124 students know the structures that form at plate boundaries
124 types of features at plate boundaries
130 theory of plate tectonics
132 know what forms at different types of plate boundaries
132 students know structures that form at the three different plate boundaries
252 plate tectonics
253 plate tectonics
466 structures formed at types of plate boundaries
466 plate tectonics
473 diagram inner Earth
475 diagram inner structure of Earth
490 structures formed at types of plate boundaries
494 types of formations found at different plate boundaries
500 diagram inner Earth
501 diagram inner structure of Earth
518 types of plate boundaries
522 inner workings of volcano
Page 22 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D2c9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Earth Describe and analyze the effects of biological and geophysical influences on the origin and changing nature of Earth Systems.
116 determining the relative ages of rock formations
117 sequencing events in a geologic cross-section
123 geologic basis for earthquakes
125 students know geologic basis for earthquakes
133 how rocks are formed
146 rivers and streams
146 types of rocks and how they are formed
147 rivers and streams
147 running water shapes the landscape
148 predict evolution of land features resulting from erosion
148 beaches
149 beaches
150 predict results of erosion
150 beaches
151 beaches
151 predict results of erosion
226 mountain building
248 exploring the rock cycle
249 modeling rock types to study rock cycle
69 types of rock and how they are formed
378 global climate change and you
452 fossil record helps to understand the history of Earth
465 rock cycle
466 forces like volcanoes and erosion form and shape Earth
466 how rocks are formed
490 forces like volcanoes and erosion form and shape Earth
490 how rocks are formed
582 rock cycle
591 rivers streams erosion and deposition
598 rock cycle
681 asteroid impact of 65 million years ago
702 compare Sun with other stars
703 compare Sun with other stars
Page 23 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
250 geologic transformation scenarios
252 general history on Earth
253 fossils
S.D2d9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Earth Describe and analyze the effects of human influences on Earth Systems.
150 draw conclusions about effects of human activity on resources
151 draw conclusions about effects of human activity on resources
246 nitrogen cycle
436 how human activity affects resources—renewable and nonrenewable
436 effects of human activity on natural resources
Page 24 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D3a9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Matter and Energy Describe the structure of atoms in terms of neutrons, protons, and electrons and the role of the atomic structure in determining chemical properties.
67 what isotopes are
67 atomic symbol and atomic number and mass number
67 Bohr model
67 understand the structure of an atom based on protons and neutrons and electrons
69 what isotopes are
69 identify symbols and atomic number and mass number
70 periodic table
71 build and describe periodic table
73 identify symbol and atomic number and mass number of elements
74 recognizing groups or families
74 periodic table
75 periodic table
76 review subatomic particles
77 build model of Na and Cl atoms and explain why they bond to form a molecule
278 atoms are made up of protons and neutrons and electrons
279 protons neutrons and electrons
280 basic properties of an atom and the three subatomic particles
282 understand how atomic structure determines the identity of elements—atomic number
283 structure of an atom and three smaller particles
284 three subatomic particles and their charge
289 electron shells
291 recognizing groups or families on the periodic table
291 idea of atomic mass
291 describe periodic table
293 explain what isotopes are
293 atomic number on the periodic table
294 common chemical properties of elements based on relation to periodic table
294 describing periodic table
294 recognizing groups and families of periodic table
Page 25 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
295 explain common chemical properties in relation to placement on periodic table
296 recognizing groups and families and periodic table
296 describe periodic table
298 properties in relation to periodic table
298 describe periodic table
299 chemical properties in relation to periodic table
299 groups on periodic table
303 describe characteristics based on place in periodic table
310 properties of elements in relation to the periodic table
311 explain the chemical properties of elements in relation to periodic table
312 explain chemical properties based on location in periodic table
316 periodic table and oxidation numbers
355 explain what isotopes are
Page 26 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D3b9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Matter and Energy Describe how the number and arrangement of atoms in a molecule determine a molecule’s properties, including the types of bonds it makes with other molecules and its mass, and apply this to predictions about chemical reactions.
67 what isotopes are
69 what isotopes are
76 chemical bonds and electrons
77 build model of Na and Cl atoms and explain why they bond to form a molecule
77 modeling chemical bonds and valence electrons
78 determining oxidation numbers
80 predict chemical formulas
81 name chemical compounds
84 investigate and recognize that the chemical reactions can be represented as systems with reactants and products
87 practice balancing equations
293 explain what isotopes are
294 common chemical properties of elements based on relation to periodic table
295 explain common chemical properties in relation to placement on periodic table
298 properties in relation to periodic table
298 how electron interactions create bonds
299 chemical properties in relation to periodic table
303 describe characteristics based on place in periodic table
308 difference between covalent and ionic bonds
308 how electrons are involved in bonds
309 how ions are formed
309 understand that elements combine in constant proportions to form compounds
309 how electrons are involved in bonds
309 difference between ionic and covalent bonds
Page 27 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
310 properties of elements in relation to the periodic table
310 how electron interactions help create chemical bonds
311 how electrons are involved in bonds
311 explain the chemical properties of elements in relation to periodic table
312 how electrons are involved in bonding
312 explain chemical properties based on location in periodic table
313 how electrons are involved in bonding
315 electron transfer and oxidation number
316 periodic table and oxidation numbers
316 chemical bonding and the periodic table
317 distinguish between ionic compounds and covalent molecules
317 explain why ions are formed
318 apply rules for writing formulas of simple chemical compounds
Page 28 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
322 qualitative understanding of how electron interactions create bonds
323 rules for writing formulas
338 balanced chemical equations
338 chemical equations
339 balancing chemical equations
355 explain what isotopes are
548 how ions are formed
Page 29 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D3c9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Matter and Energy Explain the essential roles of carbon and water in life processes.
142 water cycle model
143 water cycle model
234 understand that carbon and hydrogen and nitrogen and oxygen combine to form biomolecules
234 carbon and hydrogen and nitrogen and oxygen combine to form biomolecules
234 explain how special bonding properties of carbon make possible the great variety and complexity of biomolecules
257 types of water
267 types of water on Earth
302 how carbon cycles through an ecosystem
326 identifying foods as being made up complex molecules
329 food is composed of complex molecules
329 how special properties of carbon make the great variety of biomolecules
530 water structure and its function as a solvent
530 a water molecule is v-shaped
545 water as universal solvent
548 water as universal solvent
566 groundwater
Page 30 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D3d9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Matter and Energy Describe how light is emitted and absorbed by atoms’ changing energy levels, and how the results can be used to identify a substance.
178 stars and spectroscopy
179 using a spectrometer to identify elements
180 analyzing light from different sources
181 analyzing light from a star
285 identify chemicals by using spectral lines
285 qualitative concept of absorption and emission of light by electrons
286 qualitative concept of absorption and emission of light by electrons
286 idea that electrons are in set energy levels
287 quantum theory explained
288 quantum theory—idea that electrons are in fixed energy levels
289 energy levels
290 identify elements by spectral analysis
290 emission of light by electrons
290 quantum theory—electrons in specific energy levels
295 relate quantum theory to the idea that electrons exist at set energy levels
296 quantum theory to the idea that electrons at energy levels
302 concepts of absorption and emission of light by atomic electrons
Page 31 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
311 relate the term quantum theory to the idea that electrons exist at set energy levels
312 relate quantum theory to the fact that electrons exist at set energy levels
313 relate quantum theory to electrons in energy levels
314 relate quantum theory to the idea that electrons exist at set energy levels
702 using spectral analysis to identify components of stars
703 using spectral analysis to identify components of stars
Page 32 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D3e9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Matter and Energy Describe factors that affect the rate of chemical reactions (including concentration, pressure, temperature, and the presence of molecules that encourage interaction with other molecules).
135 how various factors influence solubility—including temperature
136 solubility and temperature
137 solubility curve
351 catalysts and inhibitors
351 reaction rate
530 why water is a nearly universal solvent
534 solvent affects solubility
538 factors such as particle size that influence rate of dissolving
538 various factors influence solubility—including temperature
539 identify how factors influence solubility—including nature of solvent
539 factors that affect solubility—including the solute
541 solubility curve
542 factors that affect solubility
543 factors that affect solubility—solute
543 various factors affect solubility—including pressure
543 various factors affect solubility—temperature
545 factors that affect solubility—temperature
Page 33 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D3f9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Matter and Energy Apply an understanding of the factors that affect the rate of chemical reaction to predictions about the rate of chemical reactions.
135 describe the dissolving process at the molecular level
351 catalysts and inhibitors
351 reaction rate
538 factors such as particle size that influence rate of dissolving
542 describe the dissolving process at the molecular level
S.D3g9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Matter and Energy Describe nuclear reactions, including fusion and fission, and the energy they release.
354 nuclear reactions
356 fusion and fission
699 types of nuclear reactions—fusion
700 nuclear fusion
703 nuclear fusion
Page 34 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D3h9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Matter and Energy Describe radioactive decay and half-life.
355 know types of radioactive decay
356 fusion and fission
357 radioisotopes in science and medicine
699 types of nuclear reactions—fusion
700 nuclear fusion
703 nuclear fusion
S.D3i9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Matter and Energy Explain the relationship between kinetic and potential energy and apply the knowledge to solve problems.
39 investigate energy changes with energy car system
42 exploring energy and work in the energy car system
217 compare potential and kinetic energy of car
217 potential and kinetic energy
219 conservation of energy
160 calculating potential energy
160 potential energy explained
161 calculating kinetic energy
161 kinetic energy explained
164 law of conservation of energy
Page 35 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D3j9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Matter and Energy Describe how in energy transformations the total amount of energy remains the same, but because of inefficiencies (heat, sound, and vibration) useful energy is often lost through radiation or conduction.
39 energy in a system
224 conservation of energy
37 basic forms of energy—heat
108 friction as a source of energy dissipation
109 friction as a source of energy dissipation
112 friction
155 understanding energy
156 forms of energy
157 describe forms of energy from origin-Sun to life
157 forms of energy
166 conservation of energy in a broader context
436 understanding basic forms of energy
436 conversion of energy from one form to another
441 analyze efficiency of using other resources
Page 36 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D3k9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Matter and Energy Apply an understanding of energy transformations to solve problems.
217 energy exchange and efficiency
218 energy conservation and efficiency
157 describe forms of energy from origin-Sun to life
159 energy is stored work
168 efficiency explained
Page 37 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D3l9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Matter and Energy Describe the relationship among heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions.
49 concept of specific heat
50 movement of heat—convection
51 convection
51 convection
61 heat transfer through radiation
61 investigations that develop idea of specific heat
135 kinetic theory
223 investigate specific heat
224 specific heat
261 relationship between temperature and volume of liquid
36 objects at different temperatures reach an intermediate temperature
184 converting between Fahrenheit and Celsius
184 measuring temperature
186 kinetic theory and temperature
188 Kelvin and Celsius scales
188 absolute zero
200 flow of thermal energy is heat
200 understanding the difference between heat and temperature
201 heat and work
201 the British thermal unit
201 calories explained
202 specific heat explained
203 specific heat
203 kinetic theory
204 the heat equation
206 thermal equilibrium
206 heat conduction
207 thermal conductivity
208 natural and forced convection
209 thermal radiation
Page 38 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
210 apply knowledge of heat transfer to different situations
227 how pressure is created on a molecular level
228 atomic level explanation of pressure
229 Bernouilli’s principle and the airfoil
230 Boyle’s law and the behavior of gases
239 importance of Charles’s law
251 change in temperature is evidence of energy transfer
251 average kinetic energy equals temperature
256 cooling and heating processes
257 processes that cause substances to gain energy
265 pressure
268 pressure
270 concept of pressure
570 processes that cause water to gain energy
Page 39 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D4a9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Force and Motion Describe the contribution of Newton to our understanding of force and motion, and give examples of and apply Newton’s three laws of motion and his theory of gravitation.
33 second law of motion
33 qualitative understanding of F = ma
33 explore Newtons' first law of motion
34 explore the effect of inertia on a cart's motion
36 qualitative understanding of Newton’s third law
37 Newton’s third law—action and reaction
37 Newton’s second law
216 Newton’s third law—action and reaction
216 Newton’s second law
87 quantitative understanding of acceleration as a rate of change of velocity
93 Newton’s second law
98 forces needed to change motion
109 changes in motion require application of force
116 change in motion require force
117 quantitative understanding of force changing motion
126 changes in motion require force
127 change in motion requires force
131 Newton’s second law
132 Newton’s second law—qualitative
132 Newton’s second law—qualitative
132 Newton’s second law—qualitative
137 Newton’s third law—action and reaction
138 Newton’s third law—qualitative
143 Newton’s third law
Page 40 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
661 Newton’s universal law of gravitation
S.D4b9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Force and Motion Explain and apply the ideas of relative motion and frame of reference.
85 calculations for speed
720 Einstein’s theory of relativity
Page 41 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D4c9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Force and Motion Describe the relationship between electric and magnetic fields and forces, and give examples of how this relationship is used in modern technologies.
98 concept of electrical charge
104 investigate magnetism
105 using a compass to detect magnetic forces
106 how are electricity and magnetism related?
107 investigate relationship between magnetism and electricity using electromagnets
278 Coulomb’s law
284 Coulomb’s law
384 charged objects and static electricity
420 concept of force fields
420 concept of magnetic field
425 what is an electromagnet?
427 increased current vs. strength of magnetic field
427 building an electromagnet
431 how an electric motor works
432 dissecting an electric motor
434 how a generator works
Page 42 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D4d9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Force and Motion Describe and apply characteristics of waves including wavelength, frequency, and amplitude.
157 wavelength and frequency and speed of waves
157 wave as oscillation in a medium
158 wavelength and frequency and speed of waves
158 wave as oscillation in a medium
180 an element’s spectral lines correspond to specific wavelengths of light
205 concept of a medium in terms of supporting waves
503 P-waves can travel through solid and fluid rock media
613 frequency and amplitude and wavelength of waves
613 waves transmit energy
623 speed of sound
624 wavelength of sound
626 wavelength and frequency
634 energy and color of light
643 explain how colors of light relate to wavelength
Page 43 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D4e9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Force and Motion Describe and apply an understanding of how waves interact with other waves and with materials including reflection, refraction, and absorption.
158 reflection
161 how the human eye sees light
165 investigate law of reflection
205 waves in different materials
207 transmission of waves in water
228 reflection of waves
269 hearing sound
67 reflection of sound
285 explain how we see color in terms of reflected or emitted light
616 refracted waves
616 reflected waves
618 destructive interference
632 seeing and reflected light
632 speed of light
634 white light is a mixture of colors
635 nature of light in terms of waves and energy info flow
636 electromagnetic spectrum
636 electromagnetic spectrum
638 how the human eye sees light
639 how the human eye sees color
641 color as reflected light
643 color seen as reflected light
645 mirrors reflect light
646 absorption
646 refraction
648 angle of incidence equals angle of reflection
Page 44 of 4510/24/2011
Standard #: Volume 1Student Text Page
Volume 2Investigation Manual Page
Correlation to
CPO Science: Physical, Earth, and Space Science
Maine's Science and Technology Standards 2007
LevelStandard Label Performance
Indicator
S.D4f9 - diploma
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.
Force and Motion Describe kinetic energy (the energy of motion), potential energy (dependent on relative position), and energy contained by a field (including electromagnetic waves) and apply these understandings to energy problems.
39 investigate energy changes with energy car system
42 exploring energy and work in the energy car system
180 an element’s spectral lines correspond to specific wavelengths of light
217 potential and kinetic energy
217 compare potential and kinetic energy of car
219 conservation of energy
160 potential energy explained
160 calculating potential energy
161 kinetic energy explained
161 calculating kinetic energy
164 law of conservation of energy
634 energy and color of light
636 electromagnetic spectrum
643 explain how colors of light relate to wavelength
Page 45 of 4510/24/2011