explore the interaction of biological and cultural factors in emotion and motivation.

compare and contrast matter based on measurable, testable, or observable physical properties, including mass, magnetism, relative density (sinking and floating using water as a reference point), physical state (solid, liquid, gas), volume, solubility in water, and the ability to conduct or insulate thermal energy and electric energy;

Individual identity. The student understands the nature of intelligence. The student is expected to differentiate the various types of intelligence.

demonstrate and explain that some mixtures maintain physical properties of their substances such as iron filings and sand or sand and water;

Individual identity. The student understands the basic principles of tests and measurements. The student is expected to:

compare the properties of substances before and after they are combined into a solution and demonstrate that matter is conserved in solutions; and

describe statistical concepts used in testing; and

illustrate how matter is made up of particles that are too small to be seen such as air in a balloon.

differentiate among aptitude, achievement, and Intelligence Quotient (IQ) tests.

Force, motion, and energy. The student knows the nature of forces and the patterns of their interactions. The student is expected to:

Individual identity. The student understands the development and assessment of personality. The student is expected to:

investigate and explain how equal and unequal forces acting on an object cause patterns of motion and transfer of energy; and

design a simple experimental investigation that tests the effect of force on an object in a system such as a car on a ramp or a balloon rocket on a string.

define personality;

Force, motion, and energy. The student knows that energy is everywhere and can be observed in cycles, patterns, and systems. The student is expected to:

compare and evaluate various theories of personality, including psychodynamic, trait, humanistic, and sociocultural; and

describe personality assessment tools.

investigate and describe the transformation of energy in systems such as energy in a flashlight battery that changes from chemical energy to electrical energy to light energy;

Individual experience. The student understands basic elements of cognition. The student is expected to:

demonstrate that electrical energy in complete circuits can be transformed into motion, light, sound, or thermal energy and identify the requirements for a functioning electrical circuit; and

define and identify the basic elements of thought;

demonstrate and explain how light travels in a straight line and can be reflected, refracted, or absorbed.

identify strategies and obstacles associated with problem solving and decision making;

The student is expected to demonstrate that Earth rotates on its axis once approximately every 24 hours and explain how that causes the day/night cycle and the appearance of the Sun moving across the sky, resulting in changes in shadow positions and shapes.

explore the structural features of language;

Earth and space. The student knows that there are recognizable patterns and processes on Earth. The student is expected to:

discuss theories of language acquisition and development;

explain how the Sun and the ocean interact in the water cycle and affect weather;

model and describe the processes that led to the formation of sedimentary rocks and fossil fuels; and

evaluate the limitations and capabilities of the information processing model; and

model and identify how changes to Earth's surface by wind, water, or ice result in the formation of landforms, including deltas, canyons, and sand dunes.

understand the states and levels of consciousness.

Individual experience. The student understands the multifaceted aspects of mental health. The student is expected to:

The student is expected to design and explain solutions such as conservation, recycling, or proper disposal to minimize environmental impact of the use of natural resources.

explain stress and the individual's physiological, behavioral, and psychological responses to stressors;

Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:

evaluate cognitive and behavioral strategies for dealing with stress;

observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem;

analyze the challenges inherent in defining abnormal behavior and acknowledge the sociocultural stigma of labeling behavior as abnormal;

predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web; and

recognize the biological, social, and cognitive origins of abnormal behavior;

describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem.

discuss major categories of abnormal behaviors and identify their respective characteristics as classified in the Diagnostic and Statistical Manual (DSM); and

Organisms and environments. The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environments. The student is expected to:

analyze the structures and functions of different species to identify how organisms survive in the same environment; and

evaluate the effectiveness of past and present methods of therapy.

explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavioral traits such as orcas hunting in packs increase chances of survival.

The individual in society. The student will understand the influence of society and culture on behavior and cognition. The student is expected to:

describe how attributions affect explanations of behavior;

explore the nature and effects of bias and discrimination;