Literacy Standards
Reading
LITERACY STANDARDS FOR GRADES 6-12: HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
College- and Career-Readiness Anchor Standards for Reading
The Grades 6-12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College- and Career-Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
College- and Career-Readiness Anchor Standards for Reading
The Grades 6-12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College- and Career-Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
•Key Ideas and Details (RST 1-3)
•Craft and Structure (RST 4-6)
•Integration of Knowledge and Ideas (RST 7-9)
•Range of Reading and Level of Text Complexity (RST 10)
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Assess how point of view or purpose shapes the content and style of a text.
Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Read and comprehend complex literary and informational texts independently and proficiently.
Writing
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12
The standards below begin at Grade 6; standards for K-5 writing in history/social studies, science, and technical subjects are integrated into the K-5 writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college- and career-readiness expectations—the former providing broad standards, the latter providing additional specificity.
The standards below begin at Grade 6; standards for K-5 writing in history/social studies, science, and technical subjects are integrated into the K-5 writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college- and career-readiness expectations—the former providing broad standards, the latter providing additional specificity.
•Text Types and Purposes (WHST 1-3)
•Production and Distribution of Writing (WHST 4-6)
•Research to Build and Present Knowledge (WHST 7-9)
•Range of Writing (WHST 10)
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing,rewriting, or typing a new approach.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each souce, and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Physics Standards
Earth and Space Science
2023 ACOS Earth and Space Science Standards
Earth and Space Science is based on the Earth and space science domain, with content focused on our ever-changing planet and its weather, Earth’s place in the universe, and the integration of its constantly evolving systems. Content also includes historical perspectives on the universe and Alabama’s contributions to space exploration. Earth and Space Science is strongly recommended for all high school students.
The course is based on two disciplinary core ideas in the earth and space science domain. The first core idea, “Earth’s Place in the Universe,” addresses stars and star properties, the solar system and the universe, and historical astronomical perspectives. The second core idea, “Earth’s Systems,” examines the composition and history of the Earth, plate tectonics, weather, climate, and severe weather.
Embedded in the content standards are the disciplinary core ideas of the Engineering, Technology, and Applications of Science (ETS) domain, which require students to use design strategies in conjunction with knowledge and understanding of science and technology to solve practical problems.
Teachers are encouraged to incorporate current, relevant information from scientific literature and draw upon local resources to engage students and extend the disciplinary core ideas. Standards are written so students can access and expand upon prior knowledge, incorporate personal experiences, and integrate new learning to build conceptual understanding. The content standards foster scientific, mathematical, and graphical literacy to prepare students for post-secondary study, careers, and citizenship.
Although not included as discrete standards, these practices should be embedded throughout each unit:
● Measurement - Choose appropriate tools and record measurements with the correct units.
● Mathematics - Calculate ratios, rates, percentages, and unit conversions to represent and solve scientific and engineering problems.
● Graphic literacy- Read, analyze, and interpret graphs, charts, and tables to address a scientific question or solve a problem.
Earth and Space Science is based on the Earth and space science domain, with content focused on our ever-changing planet and its weather, Earth’s place in the universe, and the integration of its constantly evolving systems. Content also includes historical perspectives on the universe and Alabama’s contributions to space exploration. Earth and Space Science is strongly recommended for all high school students.
The course is based on two disciplinary core ideas in the earth and space science domain. The first core idea, “Earth’s Place in the Universe,” addresses stars and star properties, the solar system and the universe, and historical astronomical perspectives. The second core idea, “Earth’s Systems,” examines the composition and history of the Earth, plate tectonics, weather, climate, and severe weather.
Embedded in the content standards are the disciplinary core ideas of the Engineering, Technology, and Applications of Science (ETS) domain, which require students to use design strategies in conjunction with knowledge and understanding of science and technology to solve practical problems.
Teachers are encouraged to incorporate current, relevant information from scientific literature and draw upon local resources to engage students and extend the disciplinary core ideas. Standards are written so students can access and expand upon prior knowledge, incorporate personal experiences, and integrate new learning to build conceptual understanding. The content standards foster scientific, mathematical, and graphical literacy to prepare students for post-secondary study, careers, and citizenship.
Although not included as discrete standards, these practices should be embedded throughout each unit:
● Measurement - Choose appropriate tools and record measurements with the correct units.
● Mathematics - Calculate ratios, rates, percentages, and unit conversions to represent and solve scientific and engineering problems.
● Graphic literacy- Read, analyze, and interpret graphs, charts, and tables to address a scientific question or solve a problem.
Obtain, evaluate, and communicate information about the connections among mass, gravity, and fusion in the life cycle of stars.
a. Utilize models to explain the process of stellar evolution from star birth to star death.
b. Interpret the Hertzsprung-Russell diagram to analyze the properties of stars, including density, magnitude, temperature, rates of fusion, and spectral class.
c. Obtain, evaluate, and communicate information about how nuclear fusion in stars and supernovas leads to the formation of all other elements.
d. Analyze and interpret data to quantify the energy produced in stars, using Einstein’s theory of general relativity by applying E=mc2 to show that the small amount of mass produced during hydrogen fusion produces a large amount of energy.
a. Utilize models to explain the process of stellar evolution from star birth to star death.
b. Interpret the Hertzsprung-Russell diagram to analyze the properties of stars, including density, magnitude, temperature, rates of fusion, and spectral class.
c. Obtain, evaluate, and communicate information about how nuclear fusion in stars and supernovas leads to the formation of all other elements.
d. Analyze and interpret data to quantify the energy produced in stars, using Einstein’s theory of general relativity by applying E=mc2 to show that the small amount of mass produced during hydrogen fusion produces a large amount of energy.
Obtain, evaluate, and communicate information about the structure and motion of components of the universe and solar system.
a. Use mathematics and computational thinking to predict the motion of natural and man-made objects in the solar system, using Kepler’s laws, Newton’s laws of motion, and Newton’s gravitational laws.
b. Use mathematics and computational thinking to explain the relationships between the properties of light and distances in the solar system and universe, including the Doppler effect, red shift, light years, and astronomical units.
c. Analyze spectroscopic data to determine the properties and motion of objects in space. Example: Use spectral lines to identify unknown elements in stars. Use a blackbody curve to determine the temperature of objects in space.
d. Investigate and communicate major properties of bodies in the solar system and the zones they inhabit. Examples: planets, dwarf planets, major moons, asteroid belt, comets, the Kuiper belt, the Öort cloud
e. Use mathematics to explain how solar intensity and the tilt of the Earth’s axis impact the distribution of sunlight on the Earth’s surface, including zenith angle, solar angle, and surface area.
a. Use mathematics and computational thinking to predict the motion of natural and man-made objects in the solar system, using Kepler’s laws, Newton’s laws of motion, and Newton’s gravitational laws.
b. Use mathematics and computational thinking to explain the relationships between the properties of light and distances in the solar system and universe, including the Doppler effect, red shift, light years, and astronomical units.
c. Analyze spectroscopic data to determine the properties and motion of objects in space. Example: Use spectral lines to identify unknown elements in stars. Use a blackbody curve to determine the temperature of objects in space.
d. Investigate and communicate major properties of bodies in the solar system and the zones they inhabit. Examples: planets, dwarf planets, major moons, asteroid belt, comets, the Kuiper belt, the Öort cloud
e. Use mathematics to explain how solar intensity and the tilt of the Earth’s axis impact the distribution of sunlight on the Earth’s surface, including zenith angle, solar angle, and surface area.
Research, evaluate, and communicate information about how the findings of early astronomers, including Aristotle, Ptolemy, Copernicus, Galileo, Brahe, Kepler, Newton, and Einstein, challenged the thinking of their time, allowed for academic advancements, and built a foundation for space exploration. Examples: Ptolemy supported a geocentric solar system with fixed stars, circular orbits of planets, and a perfect and unchanging universe. Kepler supported a heliocentric solar system, elliptical orbits of planets, and a changing universe; his laws predict the motions of satellites.
a. Obtain and evaluate scientific information that explains how the application of new knowledge and technological advances has improved human understanding of the universe. Examples: Annie Cannon designed a star classification system based on star color and temperature that is still used today. Edwin Hubble used Christian Doppler’s research to determine redshift. Robert Wilson and Arno Penzias discovered Cosmic Background Radiation, providing evidence for an expanding universe. Stephen Hawking and Neil deGrasse Tyson made astronomy more accessible to the public.
b. Construct an evidence-based explanation of the connections among various cosmic phenomena, citing leading scientific theories.
c. Obtain and communicate information about Alabama's contributions to space exploration.
a. Obtain and evaluate scientific information that explains how the application of new knowledge and technological advances has improved human understanding of the universe. Examples: Annie Cannon designed a star classification system based on star color and temperature that is still used today. Edwin Hubble used Christian Doppler’s research to determine redshift. Robert Wilson and Arno Penzias discovered Cosmic Background Radiation, providing evidence for an expanding universe. Stephen Hawking and Neil deGrasse Tyson made astronomy more accessible to the public.
b. Construct an evidence-based explanation of the connections among various cosmic phenomena, citing leading scientific theories.
c. Obtain and communicate information about Alabama's contributions to space exploration.
Obtain, evaluate, and communicate information about the geologic conditions and processes that form different Earth materials.
a. Plan and carry out investigations to explore the processes that form plutonic (intrusive) and volcanic (extrusive) igneous rocks of differing compositions and textures. Example: Conduct a crystallization experiment to determine how speed of cooling affects crystal size.
b. Analyze and interpret data to explain the effects of mechanical and chemical weathering and erosion on Earth’s materials by wind, water, ice, and gravity.
c. Construct an explanation using evidence from experiments, models, or data of the processes that create and transform igneous, sedimentary, and metamorphic rocks.
d. Plan and conduct an investigation on water’s effect on surface and subsurface processes. Examples: Use particles of varying sizes to determine how the speed of water impacts particle distribution. Use the porosity and permeability of particles of various sizes to determine how the size and sorting of particles affects water movement.
e. Obtain and communicate information about significant geologic characteristics in Alabama and the southeastern United States. Examples: types of rocks, caves, sinkholes, minerals, energy resources
a. Plan and carry out investigations to explore the processes that form plutonic (intrusive) and volcanic (extrusive) igneous rocks of differing compositions and textures. Example: Conduct a crystallization experiment to determine how speed of cooling affects crystal size.
b. Analyze and interpret data to explain the effects of mechanical and chemical weathering and erosion on Earth’s materials by wind, water, ice, and gravity.
c. Construct an explanation using evidence from experiments, models, or data of the processes that create and transform igneous, sedimentary, and metamorphic rocks.
d. Plan and conduct an investigation on water’s effect on surface and subsurface processes. Examples: Use particles of varying sizes to determine how the speed of water impacts particle distribution. Use the porosity and permeability of particles of various sizes to determine how the size and sorting of particles affects water movement.
e. Obtain and communicate information about significant geologic characteristics in Alabama and the southeastern United States. Examples: types of rocks, caves, sinkholes, minerals, energy resources
Obtain, evaluate, and communicate information about major events in Earth’s history.
a. Analyze and interpret data to sequence events in Earth’s history, including relative and absolute dating techniques, principles of superposition and crosscutting relationships, igneous intrusions, radiometric dating, and the fossil record.
b. Construct an explanation based on evidence of how catastrophic and long-term events have impacted life on Earth, including mass extinctions.
c. Construct explanations from evidence of how the flow of energy through Earth's systems has changed over time. Example: Earth’s oxygen level was lowest during the Cryptozoic Eon (Precambrian) and highest in the Carboniferous.
d. Obtain, evaluate, and communicate information about important tectonic and geologic events that have occurred in Alabama over geologic time. Examples: geologic ages and types of rocks, fluctuations in sea levels, temperature changes
a. Analyze and interpret data to sequence events in Earth’s history, including relative and absolute dating techniques, principles of superposition and crosscutting relationships, igneous intrusions, radiometric dating, and the fossil record.
b. Construct an explanation based on evidence of how catastrophic and long-term events have impacted life on Earth, including mass extinctions.
c. Construct explanations from evidence of how the flow of energy through Earth's systems has changed over time. Example: Earth’s oxygen level was lowest during the Cryptozoic Eon (Precambrian) and highest in the Carboniferous.
d. Obtain, evaluate, and communicate information about important tectonic and geologic events that have occurred in Alabama over geologic time. Examples: geologic ages and types of rocks, fluctuations in sea levels, temperature changes
Obtain, evaluate, and communicate information about the theory of plate tectonics.
a. Construct an evidence-based explanation of continental drift, basing conclusions on comparisons of coastlines, fossils, ages of rocks, climate, and magnetic patterns.
b. Construct an explanation, based on evidence, of tectonic plate movement, types of plate boundaries, and how boundary type relates to specific tectonic features, including mountain ranges, earthquakes, volcanism, volcanic islands, hotspots, mid-ocean ridges, and faults.
c. Develop and interpret a model of Earth’s internal structure and composition, including inner core, outer core, asthenosphere, lithosphere, mantle, and crust.
d. Analyze data to interpret seismic activity and assess the risk of volcanic eruptions and earthquakes in Alabama and other areas in the United States.
a. Construct an evidence-based explanation of continental drift, basing conclusions on comparisons of coastlines, fossils, ages of rocks, climate, and magnetic patterns.
b. Construct an explanation, based on evidence, of tectonic plate movement, types of plate boundaries, and how boundary type relates to specific tectonic features, including mountain ranges, earthquakes, volcanism, volcanic islands, hotspots, mid-ocean ridges, and faults.
c. Develop and interpret a model of Earth’s internal structure and composition, including inner core, outer core, asthenosphere, lithosphere, mantle, and crust.
d. Analyze data to interpret seismic activity and assess the risk of volcanic eruptions and earthquakes in Alabama and other areas in the United States.
Obtain, evaluate, and communicate information about the role of energy transfer in wind, precipitation, cloud formation, and front formation.
a. Obtain and communicate information to explain how water cycles through the atmosphere, including condensation, evaporation, clouds, types of precipitation, relative humidity, and dew point.
b. Plan and carry out an investigation to determine the differential heating of land and water and explain how these
differences create changes in local and global weather. Example: Heat water and soil under lamps for 10 minutes and allow water and soil to cool for 10 minutes, then apply the results to explain land and sea breezes.
c. Construct an explanation of how air masses, source regions, fronts, weather changes associated with frontal passage (including cold, warm, occluded, and stationary fronts), air pressure, air density, temperature, cloud types, and precipitation are related to each other.
d. Use data to construct an explanation of the role of pressure differences in the development of wind systems.
Examples: Analyze high and low pressure centers to determine direction of air motion. Calculate pressure gradients to determine the direction of air motion.
e. Analyze and interpret data to create a surface map, including high-pressure and low-pressure systems, isobars, wind barbs, cloud types, precipitation, and fronts.
a. Obtain and communicate information to explain how water cycles through the atmosphere, including condensation, evaporation, clouds, types of precipitation, relative humidity, and dew point.
b. Plan and carry out an investigation to determine the differential heating of land and water and explain how these
differences create changes in local and global weather. Example: Heat water and soil under lamps for 10 minutes and allow water and soil to cool for 10 minutes, then apply the results to explain land and sea breezes.
c. Construct an explanation of how air masses, source regions, fronts, weather changes associated with frontal passage (including cold, warm, occluded, and stationary fronts), air pressure, air density, temperature, cloud types, and precipitation are related to each other.
d. Use data to construct an explanation of the role of pressure differences in the development of wind systems.
Examples: Analyze high and low pressure centers to determine direction of air motion. Calculate pressure gradients to determine the direction of air motion.
e. Analyze and interpret data to create a surface map, including high-pressure and low-pressure systems, isobars, wind barbs, cloud types, precipitation, and fronts.
Obtain and communicate information to explain different climate regions and their impact on patterns of severe weather.
a. Analyze temperature and precipitation patterns related to factors that influence climate, including proximity to water, topography, elevation, latitude, and orographic effect.
b. Analyze and interpret data to develop predictions about the formation of meteorological events. Examples: severe thunderstorms, hurricanes, tornadoes, floods, droughts, winter
c. Communicate scientific information to explain the personal, local, and statewide implications of severe weather events in Alabama.
a. Analyze temperature and precipitation patterns related to factors that influence climate, including proximity to water, topography, elevation, latitude, and orographic effect.
b. Analyze and interpret data to develop predictions about the formation of meteorological events. Examples: severe thunderstorms, hurricanes, tornadoes, floods, droughts, winter
c. Communicate scientific information to explain the personal, local, and statewide implications of severe weather events in Alabama.
Physical Science
2023 ACOS Physical Science Standards
Physical Science is a conceptual, inquiry-based course that investigates the basic concepts of chemistry and physics, including energy, waves, electricity and magnetism, atomic structure, nuclear chemistry, matter, and solutions. This course is designed to prepare students for further studies in chemistry and physics by building upon content knowledge, including chemical bonding and reactions and Newton’s laws of motion, from Grade 8 Physical Science. In this course, students use evidence from their own investigations and the work of others to develop and refine knowledge of the disciplinary core ideas. They apply mathematical and language skills to create increasingly more sophisticated model-based explanations and
arguments. The standards promote a depth of conceptual understanding and scientific literacy that will adequately prepare students for college, career, and citizenship. Various resources, including those specific to the local area and evidence-based literature found within scientific publications, should be used to extend and increase the complexity of the core ideas.
Content standards are organized according to the disciplinary core ideas for the physical science domain. The first core idea, “Matter and Its Interactions,” deals with the substances and processes of the universe on microscopic and macroscopic levels. The second one, “Energy,” involves conserving energy, energy transformations, and energy applications to everyday life. The third core idea, “Waves and Their Applications in Technologies for Information Transfer,” examines wave properties, electromagnetic radiation, information technologies, and instrumentation.
Embedded in the content standards are the disciplinary core ideas of the Engineering, Technology, and Applications of Science (ETS) domain, which require students to use design strategies in conjunction with knowledge and understanding of science and technology to solve practical problems. Engineering standards are denoted with a gear icon . Through participation in the engineering design process, students use data to justify the selection of a particular material for a specific application and evaluate the effects of using ions or isotopes of elements as a solution to a complex real-world problem.
Although not included as discrete standards, these scientific practices should be embedded throughout the courses:
● Measurement - Choose appropriate tools and record measurements with the correct number of significant figures to show measured and estimated digits and units.
● Dimensional analysis - Perform unit conversions using dimensional analysis.
● Scientific notation - Use scientific notation to report very large or small quantities with the correct number of significant figures and carry out multiplication, division, addition, and subtraction calculations with scientific notation.
● Graphing - Create graphs to determine and communicate relationships between variables, and analyze graphs to make predictions about unknown data points.
Physical Science is a conceptual, inquiry-based course that investigates the basic concepts of chemistry and physics, including energy, waves, electricity and magnetism, atomic structure, nuclear chemistry, matter, and solutions. This course is designed to prepare students for further studies in chemistry and physics by building upon content knowledge, including chemical bonding and reactions and Newton’s laws of motion, from Grade 8 Physical Science. In this course, students use evidence from their own investigations and the work of others to develop and refine knowledge of the disciplinary core ideas. They apply mathematical and language skills to create increasingly more sophisticated model-based explanations and
arguments. The standards promote a depth of conceptual understanding and scientific literacy that will adequately prepare students for college, career, and citizenship. Various resources, including those specific to the local area and evidence-based literature found within scientific publications, should be used to extend and increase the complexity of the core ideas.
Content standards are organized according to the disciplinary core ideas for the physical science domain. The first core idea, “Matter and Its Interactions,” deals with the substances and processes of the universe on microscopic and macroscopic levels. The second one, “Energy,” involves conserving energy, energy transformations, and energy applications to everyday life. The third core idea, “Waves and Their Applications in Technologies for Information Transfer,” examines wave properties, electromagnetic radiation, information technologies, and instrumentation.
Embedded in the content standards are the disciplinary core ideas of the Engineering, Technology, and Applications of Science (ETS) domain, which require students to use design strategies in conjunction with knowledge and understanding of science and technology to solve practical problems. Engineering standards are denoted with a gear icon . Through participation in the engineering design process, students use data to justify the selection of a particular material for a specific application and evaluate the effects of using ions or isotopes of elements as a solution to a complex real-world problem.
Although not included as discrete standards, these scientific practices should be embedded throughout the courses:
● Measurement - Choose appropriate tools and record measurements with the correct number of significant figures to show measured and estimated digits and units.
● Dimensional analysis - Perform unit conversions using dimensional analysis.
● Scientific notation - Use scientific notation to report very large or small quantities with the correct number of significant figures and carry out multiplication, division, addition, and subtraction calculations with scientific notation.
● Graphing - Create graphs to determine and communicate relationships between variables, and analyze graphs to make predictions about unknown data points.
Evaluate sources of information concerning the law of conservation of energy to illustrate energy transformations in practical applications and natural systems. Examples: Describe energy transformation when an arrow is fired from a bow.
Illustrate how solar energy is transformed into chemical energy and then into mechanical energy which living things use to do work.
a. Plan and carry out investigations to explore how mechanical energy is transformed within a system, including kinetic energy, gravitational potential energy, elastic potential energy, and work. Examples: Using a digital simulation of a skateboarder moving through a loop, construct energy bar charts and use mathematical expressions to represent the
energy changes.
b. Collect, analyze, and use data to explain how thermal energy is transferred by conduction, convection, and radiation.
c. Construct explanations to justify the selection of materials for specific applications based on the materials’ specific heat values. Examples: Engineers choose to use ethylene glycol in coolants because of its high specific heat.
d. Investigate collisions and other real-world situations to evaluate the effects of impulse on changes in momentum.
Examples: Explain how an airbag increases the contact time during a collision and therefore reduces the force experienced by a crash test dummy.
Illustrate how solar energy is transformed into chemical energy and then into mechanical energy which living things use to do work.
a. Plan and carry out investigations to explore how mechanical energy is transformed within a system, including kinetic energy, gravitational potential energy, elastic potential energy, and work. Examples: Using a digital simulation of a skateboarder moving through a loop, construct energy bar charts and use mathematical expressions to represent the
energy changes.
b. Collect, analyze, and use data to explain how thermal energy is transferred by conduction, convection, and radiation.
c. Construct explanations to justify the selection of materials for specific applications based on the materials’ specific heat values. Examples: Engineers choose to use ethylene glycol in coolants because of its high specific heat.
d. Investigate collisions and other real-world situations to evaluate the effects of impulse on changes in momentum.
Examples: Explain how an airbag increases the contact time during a collision and therefore reduces the force experienced by a crash test dummy.
Obtain, evaluate, and communicate information to compare and contrast the properties of mechanical and electromagnetic waves as they relate to real-world applications. Examples: Compare and contrast the transfer of electromagnetic radiation from the sun to Earth with the motion of mechanical waves created by an earthquake.
a. Analyze and interpret data to identify and describe the relationships among wavelength, frequency, amplitude, and energy in waves.
b. Develop models to illustrate reflection, refraction, interference, and diffraction.
c. Analyze the ways in which different media and their characteristics affect the speed of sound and light waves.
d. Use models to illustrate the Doppler effect and explain the changes in sound perception associated with it.
e. Obtain and communicate information from published materials to explain how transmitting and receiving devices use the principles of wave behavior and wave interactions to transmit and capture information and energy. Example: Research and explain how cell phones utilize electromagnetic and mechanical waves.
a. Analyze and interpret data to identify and describe the relationships among wavelength, frequency, amplitude, and energy in waves.
b. Develop models to illustrate reflection, refraction, interference, and diffraction.
c. Analyze the ways in which different media and their characteristics affect the speed of sound and light waves.
d. Use models to illustrate the Doppler effect and explain the changes in sound perception associated with it.
e. Obtain and communicate information from published materials to explain how transmitting and receiving devices use the principles of wave behavior and wave interactions to transmit and capture information and energy. Example: Research and explain how cell phones utilize electromagnetic and mechanical waves.
Construct an explanation of the ways in which modern science uses both magnetic and electric
concepts to create usable products. Examples: induction cooktops, stereo speakers, electric motors, wireless chargers
a. Construct an argument using evidence to support the claim that field forces exist between objects and act on the objects even when the objects are not in contact. Examples: magnetism, gravity, electrical charge
b. Plan and carry out investigations to identify the factors that affect the strength of the electric and magnetic forces between objects
c. Use mathematics and computational thinking to represent and determine the quantitative relationships between voltage, current, and resistance in series and parallel circuits in terms of Ohm’s law.
d. Develop and use models to determine the relationships among voltage, current, and resistance at specific loads in series and parallel circuits.
e. Plan and carry out investigations to determine the relationships between magnetism and electrical charge in common devices. Examples: electromagnets, generators, electric motors
f. Analyze and interpret data concerning the advantages and disadvantages of the energy sources used to produce electricity. Examples: wind, solar, radioactive elements, fossil fuels, hydroelectric
concepts to create usable products. Examples: induction cooktops, stereo speakers, electric motors, wireless chargers
a. Construct an argument using evidence to support the claim that field forces exist between objects and act on the objects even when the objects are not in contact. Examples: magnetism, gravity, electrical charge
b. Plan and carry out investigations to identify the factors that affect the strength of the electric and magnetic forces between objects
c. Use mathematics and computational thinking to represent and determine the quantitative relationships between voltage, current, and resistance in series and parallel circuits in terms of Ohm’s law.
d. Develop and use models to determine the relationships among voltage, current, and resistance at specific loads in series and parallel circuits.
e. Plan and carry out investigations to determine the relationships between magnetism and electrical charge in common devices. Examples: electromagnets, generators, electric motors
f. Analyze and interpret data concerning the advantages and disadvantages of the energy sources used to produce electricity. Examples: wind, solar, radioactive elements, fossil fuels, hydroelectric
Evaluate the effects of using ions or isotopes of elements as a solution to a complex real-world problem, including cost, safety, trade-offs, and environmental impacts. Examples: Assess the environmental benefits and impacts associated with production, usage, and disposal of lithium ion batteries.
a. Obtain, evaluate, and communicate information from the periodic table concerning the structure of an atom and the arrangement of the atom’s protons, neutrons, and electrons.
b. Predict the properties of an element based on the element’s number of protons and valence electrons.
c. Analyze and interpret data to predict properties of ionic and covalent compounds.
d. Use mathematics and computational thinking to determine the charge of an ion and the mass number of an isotope based on the number of subatomic particles.
e. Analyze and interpret data to explain how radioactive decay changes a radioactive isotope over time and explain how the age of an object can be estimated by the ratio of radioactive isotopes contained within the object’s atoms.
f. Use mathematics and computational thinking to identify types of radioactive decay based on balanced chemical equations, penetrating power, identity of emitted particles, and charge.
g. Use models to explain how nuclear fission and fusion reactions can be used as energy sources.
h. Generate and defend a data-based claim regarding the use of radioactive materials as an energy source.
a. Obtain, evaluate, and communicate information from the periodic table concerning the structure of an atom and the arrangement of the atom’s protons, neutrons, and electrons.
b. Predict the properties of an element based on the element’s number of protons and valence electrons.
c. Analyze and interpret data to predict properties of ionic and covalent compounds.
d. Use mathematics and computational thinking to determine the charge of an ion and the mass number of an isotope based on the number of subatomic particles.
e. Analyze and interpret data to explain how radioactive decay changes a radioactive isotope over time and explain how the age of an object can be estimated by the ratio of radioactive isotopes contained within the object’s atoms.
f. Use mathematics and computational thinking to identify types of radioactive decay based on balanced chemical equations, penetrating power, identity of emitted particles, and charge.
g. Use models to explain how nuclear fission and fusion reactions can be used as energy sources.
h. Generate and defend a data-based claim regarding the use of radioactive materials as an energy source.
Analyze and interpret data to justify the selection of a specific material for a practical application, considering a range of constraints. Examples: Investigate multiple physical and chemical properties to generate and defend a claim about why engineers choose specific materials in the design of cookware.
a. Carry out investigations and use results to compare and contrast the physical and chemical properties of matter.
Examples: density, hardness, conductivity, magnetism; flammability, reactivity
b. Analyze and interpret data to predict changes in the phase of a material based on changes in particle motion, temperature, pressure, or thermal energy. Examples: Utilize phase change diagrams to predict state of matter at a given
temperature and thermal energy. Analyze a triple point graph to predict the state of matter at a given temperature and pressure.
c. Use mathematical and computational thinking to determine the quantitative relationships among temperature, pressure, and volume of confined gases.
d. Utilize multiple types of models to support and verify the claim that matter is conserved during a simple chemical reaction. Examples: particle diagrams, chemical equations, physical manipulatives, chemical reaction investigation
a. Carry out investigations and use results to compare and contrast the physical and chemical properties of matter.
Examples: density, hardness, conductivity, magnetism; flammability, reactivity
b. Analyze and interpret data to predict changes in the phase of a material based on changes in particle motion, temperature, pressure, or thermal energy. Examples: Utilize phase change diagrams to predict state of matter at a given
temperature and thermal energy. Analyze a triple point graph to predict the state of matter at a given temperature and pressure.
c. Use mathematical and computational thinking to determine the quantitative relationships among temperature, pressure, and volume of confined gases.
d. Utilize multiple types of models to support and verify the claim that matter is conserved during a simple chemical reaction. Examples: particle diagrams, chemical equations, physical manipulatives, chemical reaction investigation
Obtain, evaluate, and communicate information to explain how the properties of various types
of solutions make them useful in real-world applications. Examples: Make a claim from research to defend why certain alloys are chosen in the production of specific parts of musical instruments (e.g. brass instruments, guitar strings, and metallophones). Explain the selection of citric acid in the flavoring in juices and sodas.
a. Plan and carry out investigations to determine how various factors, including temperature, surface area, and stirring, affect the rate at which a solute dissolves in a solvent.
b. Develop and use particle diagrams to illustrate diluted and concentrated solutions and describe how adjusting amounts of solute and solvent impacts the concentration of a solution.
c. Analyze and interpret data from experiments to determine whether solutions are acidic, basic, or neutral to predict properties of the solutions. Example: Given the hydronium ion concentration of a solution, predict the color of the solution if phenolphthalein was added. Classify a solution based on the color change of pH paper.
d. Plan and carry out investigations concerning neutralization reactions and describe the properties of the reactants and products. Example: HCl + NaOH → NaCl + H2O; acidic and basic reactants form salts and water.
of solutions make them useful in real-world applications. Examples: Make a claim from research to defend why certain alloys are chosen in the production of specific parts of musical instruments (e.g. brass instruments, guitar strings, and metallophones). Explain the selection of citric acid in the flavoring in juices and sodas.
a. Plan and carry out investigations to determine how various factors, including temperature, surface area, and stirring, affect the rate at which a solute dissolves in a solvent.
b. Develop and use particle diagrams to illustrate diluted and concentrated solutions and describe how adjusting amounts of solute and solvent impacts the concentration of a solution.
c. Analyze and interpret data from experiments to determine whether solutions are acidic, basic, or neutral to predict properties of the solutions. Example: Given the hydronium ion concentration of a solution, predict the color of the solution if phenolphthalein was added. Classify a solution based on the color change of pH paper.
d. Plan and carry out investigations concerning neutralization reactions and describe the properties of the reactants and products. Example: HCl + NaOH → NaCl + H2O; acidic and basic reactants form salts and water.
Physics
2023 ACOS Standards
Physics is a physical science course that provides high school students with foundational content regarding the properties of physical matter, physical quantities, and their interactions. The course provides the required science background preparation for students pursuing postsecondary studies and careers in science, technology, engineering, and mathematics (STEM) fields.
In Physics, students learn through investigation, experimentation, and analysis of data. The academic language of physics is used in context to communicate claims, evidence, and reasoning for phenomena and to engage in arguments from evidence to justify and defend claims. Students take part in active learning involving authentic investigations and engineering design processes. The course provides a rich learning context for acquiring knowledge of the practices, core ideas, and crosscutting concepts that develop scientific literacy and critical thinking, problem-solving, and information literacy skills. External resources, including evidence-based literature in scientific journals, research, and other sources, should be utilized to provide students with science experiences that will adequately prepare them for college, career, and citizenship.
Content standards within this course are organized according to three of the disciplinary core ideas for physical science. The first core idea, “Motion and Stability: Forces and Interactions,” concentrates on forces and motion, types of interactions, and stability and instability in physical systems. The second core idea, “Energy,” investigates energy conservation, transformations, and applications to everyday life. The final core idea, “Waves and Their Applications in Technologies for Information Transfer,” examines wave properties, electromagnetic radiation, information technologies, and instrumentation.
Embedded in the content standards are the disciplinary core ideas of the Engineering, Technology, and Applications of Science (ETS) domain, which require students to use design strategies in conjunction with knowledge and understanding of science and technology to solve practical problems. Engineering standards are denoted with a gear icon . Through participation in the engineering design process, students design solutions to determine the magnitude and direction of the buoyant force acting on an object and the force’s effects on the object's motion.
This course is designed to provide students with a deep exploration of kinematics, dynamics, and conservation, while also surveying circular motion, waves, fluids, and electricity.
Although not included as discrete standards, these scientific practices should be embedded throughout the course:
● Measurement - Choose appropriate measurement tools and record measurements with the correct number of significant figures to show measured and estimated digits and units.
● Significant figures - Record the correct number of significant figures after performing mathematical calculations with the data.
● Dimensional analysis - Perform unit conversions using dimensional analysis, including conversions of derived units such as km/hr; N/m2, kg/m3.
● Scientific notation - Use scientific notation to report very large or small quantities with the correct number of significant figures and carry out multiplication, division, addition, and subtraction calculations with scientific notation.
● Graphing - Create graphs to determine and communicate relationships between variables, and analyze graphs to make predictions about unknown data points.
Physics is a physical science course that provides high school students with foundational content regarding the properties of physical matter, physical quantities, and their interactions. The course provides the required science background preparation for students pursuing postsecondary studies and careers in science, technology, engineering, and mathematics (STEM) fields.
In Physics, students learn through investigation, experimentation, and analysis of data. The academic language of physics is used in context to communicate claims, evidence, and reasoning for phenomena and to engage in arguments from evidence to justify and defend claims. Students take part in active learning involving authentic investigations and engineering design processes. The course provides a rich learning context for acquiring knowledge of the practices, core ideas, and crosscutting concepts that develop scientific literacy and critical thinking, problem-solving, and information literacy skills. External resources, including evidence-based literature in scientific journals, research, and other sources, should be utilized to provide students with science experiences that will adequately prepare them for college, career, and citizenship.
Content standards within this course are organized according to three of the disciplinary core ideas for physical science. The first core idea, “Motion and Stability: Forces and Interactions,” concentrates on forces and motion, types of interactions, and stability and instability in physical systems. The second core idea, “Energy,” investigates energy conservation, transformations, and applications to everyday life. The final core idea, “Waves and Their Applications in Technologies for Information Transfer,” examines wave properties, electromagnetic radiation, information technologies, and instrumentation.
Embedded in the content standards are the disciplinary core ideas of the Engineering, Technology, and Applications of Science (ETS) domain, which require students to use design strategies in conjunction with knowledge and understanding of science and technology to solve practical problems. Engineering standards are denoted with a gear icon . Through participation in the engineering design process, students design solutions to determine the magnitude and direction of the buoyant force acting on an object and the force’s effects on the object's motion.
This course is designed to provide students with a deep exploration of kinematics, dynamics, and conservation, while also surveying circular motion, waves, fluids, and electricity.
Although not included as discrete standards, these scientific practices should be embedded throughout the course:
● Measurement - Choose appropriate measurement tools and record measurements with the correct number of significant figures to show measured and estimated digits and units.
● Significant figures - Record the correct number of significant figures after performing mathematical calculations with the data.
● Dimensional analysis - Perform unit conversions using dimensional analysis, including conversions of derived units such as km/hr; N/m2, kg/m3.
● Scientific notation - Use scientific notation to report very large or small quantities with the correct number of significant figures and carry out multiplication, division, addition, and subtraction calculations with scientific notation.
● Graphing - Create graphs to determine and communicate relationships between variables, and analyze graphs to make predictions about unknown data points.
Obtain, evaluate, and communicate ideas about kinematics, including scalar quantities (distance
and speed) and vector quantities (position, displacement, velocity, and acceleration).
a. Analyze data to create and interpret graphs of position, velocity, and acceleration versus time for one-dimensional motion.
b. Analyze free fall motion using one-dimensional kinematics to determine the acceleration due to gravity (g).
c. Analyze and interpret data to explain changes in the vector quantities of position, velocity, and acceleration in two-dimensional projectile motion, including projectiles launched horizontally and at an angle.
d. Use mathematics and computational thinking to solve problems, using kinematics equations in both one- and two-dimensional motion
and speed) and vector quantities (position, displacement, velocity, and acceleration).
a. Analyze data to create and interpret graphs of position, velocity, and acceleration versus time for one-dimensional motion.
b. Analyze free fall motion using one-dimensional kinematics to determine the acceleration due to gravity (g).
c. Analyze and interpret data to explain changes in the vector quantities of position, velocity, and acceleration in two-dimensional projectile motion, including projectiles launched horizontally and at an angle.
d. Use mathematics and computational thinking to solve problems, using kinematics equations in both one- and two-dimensional motion
Construct explanations of dynamics from evidence, using Newton’s laws of motion.
a. Evaluate the effects of balanced and unbalanced forces on an object’s motion.
b. Use mathematical, graphical, and narrative methods to explain the relationships among net force, mass, and acceleration of a single object.
c. Create free and fixed body diagrams to model all the forces acting on a single object.
d. Create an explanation of the nature of forces and the interactions among them, including tension, friction, gravitation, and normal forces, using free-body diagrams.
e. Analyze data to identify the pair of equal and opposite forces between two interacting bodies and relate their magnitudes and directions using Newton’s third law
a. Evaluate the effects of balanced and unbalanced forces on an object’s motion.
b. Use mathematical, graphical, and narrative methods to explain the relationships among net force, mass, and acceleration of a single object.
c. Create free and fixed body diagrams to model all the forces acting on a single object.
d. Create an explanation of the nature of forces and the interactions among them, including tension, friction, gravitation, and normal forces, using free-body diagrams.
e. Analyze data to identify the pair of equal and opposite forces between two interacting bodies and relate their magnitudes and directions using Newton’s third law
Design and carry out experiments to verify that energy and momentum are conserved in closed
systems.
a. Use mathematical and computational thinking to explain the relationships among work, power, and time.
b. Create mathematical and graphical representations to depict the transformation of energy from one form to another, including kinetic energy, gravitational potential energy, elastic potential energy, and work due to friction.
c. Use models to illustrate the relationship between the work performed on an object and the object’s total mechanical energy. Example: energy bar chart
d. Qualitatively and quantitatively evaluate the relationship among the force acting on an object, the time of interaction, and the change in linear momentum (impulse) of the object.
e. Obtain, evaluate, and interpret data related to collisions (both elastic and inelastic) and their effects on both linear momentum and energy conservation.
systems.
a. Use mathematical and computational thinking to explain the relationships among work, power, and time.
b. Create mathematical and graphical representations to depict the transformation of energy from one form to another, including kinetic energy, gravitational potential energy, elastic potential energy, and work due to friction.
c. Use models to illustrate the relationship between the work performed on an object and the object’s total mechanical energy. Example: energy bar chart
d. Qualitatively and quantitatively evaluate the relationship among the force acting on an object, the time of interaction, and the change in linear momentum (impulse) of the object.
e. Obtain, evaluate, and interpret data related to collisions (both elastic and inelastic) and their effects on both linear momentum and energy conservation.
Use mathematics and computational thinking to analyze the effects of pressure changes and buoyant forces in fluid systems.
a. Plan and carry out experiments to determine the density of objects.
b. Use and solve algebraic formulas to determine the relationships between pressure, force, area, and density. Examples: P=F/A; P=ρgh
c. Design solutions to determine the magnitude and direction of the buoyant force acting on an object and the effects of the buoyant forces on the object's motion.
d. Use the buoyant force acting on an object and free body diagrams to determine the acceleration of submerged objects.
a. Plan and carry out experiments to determine the density of objects.
b. Use and solve algebraic formulas to determine the relationships between pressure, force, area, and density. Examples: P=F/A; P=ρgh
c. Design solutions to determine the magnitude and direction of the buoyant force acting on an object and the effects of the buoyant forces on the object's motion.
d. Use the buoyant force acting on an object and free body diagrams to determine the acceleration of submerged objects.
Develop and use models to analyze the circular motion of objects.
a. Use mathematics and free-body diagrams to relate the tangential velocity, the radius of orbit, the centripetal acceleration, and force to each other for an object moving in a circle.
b. Develop and use a model to describe the mathematical relationship between mass, distance, and force as expressed by Newton’s law of universal gravitation.
a. Use mathematics and free-body diagrams to relate the tangential velocity, the radius of orbit, the centripetal acceleration, and force to each other for an object moving in a circle.
b. Develop and use a model to describe the mathematical relationship between mass, distance, and force as expressed by Newton’s law of universal gravitation.
Obtain, evaluate, and communicate information concerning static and current electricity.
a. Develop and use a model to describe the mathematical relationship among charge, distance, and force as expressed by Coulomb’s law.
b. Obtain, evaluate, and communicate information regarding the relationship among voltage, current, and power for direct current circuits.
c. Create models of series, parallel, and mixed direct current circuits.
d. Use mathematics and computational thinking to determine the voltage, current, and resistance for an entire circuit and at each resistor or load. Examples: use measurement devices and Ohm’s law
a. Develop and use a model to describe the mathematical relationship among charge, distance, and force as expressed by Coulomb’s law.
b. Obtain, evaluate, and communicate information regarding the relationship among voltage, current, and power for direct current circuits.
c. Create models of series, parallel, and mixed direct current circuits.
d. Use mathematics and computational thinking to determine the voltage, current, and resistance for an entire circuit and at each resistor or load. Examples: use measurement devices and Ohm’s law
Obtain, evaluate, and communicate information regarding the propagation, properties, and applications of waves.
a. Use mathematics and computational thinking to describe the relationships among the velocity, frequency, and wavelength of a propagating wave.
b. Use results of investigations to explain the production and characteristics of sound waves including interferences, the Doppler effect, and standing waves. Examples: the relationship between amplitude and wave energy, the relationship
between frequency and pitch
c. Obtain, evaluate, and communicate information to explain the properties and behavior of electromagnetic waves.
a. Use mathematics and computational thinking to describe the relationships among the velocity, frequency, and wavelength of a propagating wave.
b. Use results of investigations to explain the production and characteristics of sound waves including interferences, the Doppler effect, and standing waves. Examples: the relationship between amplitude and wave energy, the relationship
between frequency and pitch
c. Obtain, evaluate, and communicate information to explain the properties and behavior of electromagnetic waves.