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The following content is copied from the California State Board of Education
web. The main page for that site is
http://www.cde.ca.gov/be/st/ss/index.asp
Curriculum Frameworks & Instructional Materials - Curriculum Resources (CA
Dept of Education)
Content standards were designed to encourage the highest achievement of every
student, by defining the knowledge, concepts, and skills that students should
acquire at each grade level.
 The content standards adopted by the California
State Board of Education are listed below: Printed publications can be purchased
from CDE Press Educational
Resource Catalog.
- English Language Arts, Adopted December 1997
HTML |
PDF
(812KB; 92pp.)
- Mathematics, Adopted December 1997
HTML |
PDF
(814KB; 73pp.)
- History-Social Science, Adopted October 1998
HTML |
PDF
(848KB; 69pp.)
- Science , Adopted October 1998
HTML |
PDF
(539KB; 61pp.)
- Visual and Performing Arts, Adopted January 2001
Complete Document in Portable Document Format:
PDF (1.7MB; 172pp.)
http://www.cde.ca.gov/be/st/ss/scmain.asp
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Academic content standards for kindergarten through grade
twelve, adopted by the California State Board of Education.
A
Message from the State Board of Education and the State Superintendent of
Public Instruction
Standards that all students are expected to achieve in the course of
their studies are unmarked.
Standards that all students should have the opportunity to learn are marked
with an asterisk (*).
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Content Standards -
(K-12)
Adopted by the SBE and are the basis for curriculum frameworks.
Annotation, ordering information, and links to PDF files for this CDE
publication.
Kindergarten Through Grade Twelve
The Science Framework incorporates and builds on the science content
standards adopted by the State Board of Education in 1998. It is the blueprint
for reform of the science curriculum, instruction, professional preparation and
development, and instructional materials in California.
-
Science Framework, part 1 (PDF; 879KB; 32pp.)
Front Matter through Chapter Two.
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Science Framework, part 2 (PDF; 1MB; 23pp.)
Chapter Three: Content Standards for Kindergarten through Grade Five.
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Science Framework, part 3 (PDF; 489KB; 44pp.)
Chapter Four: Content Standards for Grades Six and Seven.
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Science Framework, part 4 (PDF; 638KB; 59pp.)
Chapter Four: Content Standards for Grade Eight; Chapter Five: Physics.
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Science Framework, part 5 (PDF; 679KB; 66pp.)
Chapter Five: Chemistry, Biology/Life Sciences.
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Science Framework, part 6 (PDF; 549KB; 34pp.)
Chapter Five: Earth Science, Investigation and Experimentation; Chapter Six:
Assessment.
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Science Framework, part 7 (PDF; 1.3MB; 21pp.)
Chapters Seven through Nine, References, and Appendix.
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The following content is copied from the website noted immediately below, for
the most up to date information follow the link to the source.
http://www.clrn.org/home/
For the CLRN main search page -
http://www.clrn.org/search
You can search the California Content Standards database by entering keywords
in the search form below. Entering fewer or partial words will result in more
matches.
You can also search by Standard number (example: 2.5), subject and grade.
Please note that some subjects do not have standards for all grades. In this
case, the standards matching the highest grade for that subject will be shown.
Please enter your search criteria below and click on the "Search Standards"
button to search the database.
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Science Content Standards.
Standards that all students are expected to achieve in the course of their
studies are unmarked.
Standards that all students should have the opportunity to learn are marked with
an asterisk (*).
- Newton's laws predict the motion of most objects. As a basis for
understanding this concept:
- Students know how to solve problems that involve constant speed
and average speed.
- Students know that when forces are balanced, no acceleration
occurs; thus an object continues to move at a constant speed or stays at
rest (Newton's first law).
- Students know how to apply the law F=ma to solve
one-dimensional motion problems that involve constant forces (Newton's
second law).
- Students know that when one object exerts a force on a second
object, the second object always exerts a force of equal magnitude and in
the opposite direction (Newton's third law).
- Students know the relationship between the universal law of
gravitation and the effect of gravity on an object at the surface of Earth.
- Students know applying a force to an object perpendicular to
the direction of its motion causes the object to change direction but not
speed (e.g., Earth's gravitational force causes a satellite in a circular
orbit to change direction but not speed).
- Students know circular motion requires the application of a
constant force directed toward the center of the circle.
- * Students know Newton's laws are not exact but provide very
good approximations unless an object is moving close to the speed of light
or is small enough that quantum effects are important.
- * Students know how to solve two-dimensional trajectory
problems.
- * Students know how to resolve two-dimensional vectors into
their components and calculate the magnitude and direction of a vector from
its components.
- * Students know how to solve two-dimensional problems involving
balanced forces (statics).
- * Students know how to solve problems in circular motion by
using the formula for centripetal acceleration in the following form: a=v2/r.
- * Students know how to solve problems involving the forces
between two electric charges at a distance (Coulomb's law) or the forces
between two masses at a distance (universal gravitation).
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- The laws of conservation of energy and momentum provide a way to predict
and describe the movement of objects. As a basis for understanding this
concept:
- Students know how to calculate kinetic energy by using the
formula E=(1/2)mv2 .
- Students know how to calculate changes in gravitational
potential energy near Earth by using the formula (change in potential
energy) =mgh (h is the change in the elevation).
- Students know how to solve problems involving conservation of
energy in simple systems, such as falling objects.
- Students know how to calculate momentum as the product mv.
- Students know momentum is a separately conserved quantity
different from energy.
- Students know an unbalanced force on an object produces a
change in its momentum.
- Students know how to solve problems involving elastic and
inelastic collisions in one dimension by using the principles of
conservation of momentum and energy.
- * Students know how to solve problems involving conservation of
energy in simple systems with various sources of potential energy, such as
capacitors and springs.
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- Energy cannot be created or destroyed, although in many processes energy
is transferred to the environment as heat. As a basis for understanding this
concept:
- Students know heat flow and work are two forms of energy
transfer between systems.
- Students know that the work done by a heat engine that is
working in a cycle is the difference between the heat flow into the engine
at high temperature and the heat flow out at a lower temperature (first law
of thermodynamics) and that this is an example of the law of conservation of
energy.
- Students know the internal energy of an object includes the
energy of random motion of the object's atoms and molecules, often referred
to as thermal energy. The greater the temperature of the object, the greater
the energy of motion of the atoms and molecules that make up the object.
- Students know that most processes tend to decrease the order of
a system over time and that energy levels are eventually distributed
uniformly.
- Students know that entropy is a quantity that measures the
order or disorder of a system and that this quantity is larger for a more
disordered system.
- * Students know the statement "Entropy tends to increase" is a
law of statistical probability that governs all closed systems (second law
of thermodynamics).
- * Students know how to solve problems involving heat flow,
work, and efficiency in a heat engine and know that all real engines lose
some heat to their surroundings.
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- Waves have characteristic properties that do not depend on the type of
wave. As a basis for understanding this concept:
- Students know waves carry energy from one place to another.
- Students know how to identify transverse and longitudinal waves
in mechanical media, such as springs and ropes, and on the earth (seismic
waves).
- Students know how to solve problems involving wavelength,
frequency, and wave speed.
- Students know sound is a longitudinal wave whose speed depends
on the properties of the medium in which it propagates.
- Students know radio waves, light, and X-rays are different
wavelength bands in the spectrum of electromagnetic waves whose speed in a
vacuum is approximately 3×108 m/s (186,000
miles/second).
- Students know how to identify the characteristic properties of
waves: interference (beats), diffraction, refraction, Doppler effect, and
polarization.
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- Electric and magnetic phenomena are related and have many practical
applications. As a basis for understanding this concept:
- Students know how to predict the voltage or current in simple
direct current (DC) electric circuits constructed from batteries, wires,
resistors, and capacitors.
- Students know how to solve problems involving Ohm's law.
- Students know any resistive element in a DC circuit dissipates
energy, which heats the resistor. Students can calculate the power (rate of
energy dissipation) in any resistive circuit element by using the formula
Power = IR (potential difference) × I (current) = I2R.
- Students know the properties of transistors and the role of
transistors in electric circuits.
- Students know charged particles are sources of electric fields
and are subject to the forces of the electric fields from other charges.
- Students know magnetic materials and electric currents (moving
electric charges) are sources of magnetic fields and are subject to forces
arising from the magnetic fields of other sources.
- Students know how to determine the direction of a magnetic
field produced by a current flowing in a straight wire or in a coil.
- Students know changing magnetic fields produce electric fields,
thereby inducing currents in nearby conductors.
- Students know plasmas, the fourth state of matter, contain ions
or free electrons or both and conduct electricity.
- * Students know electric and magnetic fields contain energy and
act as vector force fields.
- * Students know the force on a charged particle in an electric
field is qE, where E is the electric field at the position of the particle
and q is the charge of the particle.
- * Students know how to calculate the electric field resulting
from a point charge.
- * Students know static electric fields have as their source
some arrangement of electric charges.
- * Students know the magnitude of the force on a moving particle
(with charge q) in a magnetic field is qvB sin(a), where a is the angle
between v and B (v and B are the magnitudes of vectors v and B,
respectively), and students use the right-hand rule to find the direction of
this force.
- * Students know how to apply the concepts of electrical and
gravitational potential energy to solve problems involving conservation of
energy.
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Science Content Standards.
- Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this
concept and addressing the content in the other four strands, students
should develop their own questions and perform investigations. Students
will:
- Select and use appropriate tools and technology (such as
computer-linked probes, spreadsheets, and graphing calculators) to
perform tests, collect data, analyze relationships, and display data.
- Identify and communicate sources of unavoidable experimental error.
- Identify possible reasons for inconsistent results, such as sources
of error or uncontrolled conditions.
- Formulate explanations by using logic and evidence.
- Solve scientific problems by using quadratic equations and simple
trigonometric, exponential, and logarithmic functions.
- Distinguish between hypothesis and theory as scientific terms.
- Recognize the usefulness and limitations of models and theories as
scientific representations of reality.
- Read and interpret topographic and geologic maps.
- Analyze the locations, sequences, or time intervals that are
characteristic of natural phenomena (e.g., relative ages of rocks,
locations of planets over time, and succession of species in an
ecosystem).
- Recognize the issues of statistical variability and the need for
controlled tests.
- Recognize the cumulative nature of scientific evidence.
- Analyze situations and solve problems that require combining and
applying concepts from more than one area of science.
- Investigate a science-based societal issue by researching the
literature, analyzing data, and communicating the findings. Examples of
issues include irradiation of food, cloning of animals by somatic cell
nuclear transfer, choice of energy sources, and land and water use
decisions in California.
- Know that when an observation does not agree with an accepted
scientific theory, the observation is sometimes mistaken or fraudulent
(e.g., the Piltdown Man fossil or unidentified flying objects) and that
the theory is sometimes wrong (e.g., the Ptolemaic model of the movement
of the Sun, Moon, and planets).
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