| (C) engage respectfully in scientific argumentation
using applied scientific explanations and empirical evidence.
(4) Scientific and engineering practices. The student
knows the contributions of scientists and recognizes the importance
of scientific research and innovation on society. The student is expected
to:
(A) relate the impact of past and current research
on scientific thought and society, including the process of science,
cost-benefit analysis, and contributions of diverse scientists as
related to the content;
(B) make informed decisions by evaluating evidence
from multiple appropriate sources to assess the credibility, accuracy,
cost-effectiveness, and methods used; and
(C) research and explore resources such as museums,
libraries, professional organizations, private companies, online platforms,
and mentors employed in a science, technology, engineering, and mathematics
(STEM) field to investigate STEM careers.
(5) Recurring themes and concepts. The student understands
that recurring themes and concepts provide a framework for making
connections across disciplines. The student is expected to:
(A) identify and apply patterns to understand and connect
scientific phenomena or to design solutions;
(B) identify and investigate cause-and-effect relationships
to explain scientific phenomena or analyze problems;
(C) analyze how differences in scale, proportion, or
quantity affect a system's structure or performance;
(D) examine and model the parts of a system and their
interdependence in the function of the system;
(E) analyze and explain how energy flows and matter
cycles through systems and how energy and matter are conserved through
a variety of systems;
(F) analyze and explain the complementary relationship
between structure and function of objects, organisms, and systems;
and
(G) analyze and explain how factors or conditions impact
stability and change in objects, organisms, and systems.
(6) Matter and energy. The student distinguishes between
elements and compounds, classifies changes in matter, and understands
the properties of solutions. The student is expected to:
(A) compare and contrast elements and compounds in
terms of atoms and molecules, chemical symbols, and chemical formulas;
(B) use the periodic table to identify the atoms and
the number of each kind within a chemical formula;
(C) distinguish between physical and chemical changes
in matter;
(D) describe aqueous solutions in terms of solute and
solvent, concentration, and dilution; and
(E) investigate and model how temperature, surface
area, and agitation affect the rate of dissolution of solid solutes
in aqueous solutions.
(7) Force, motion, and energy. The student describes
the cause-and-effect relationship between force and motion. The student
is expected to:
(A) calculate average speed using distance and time
measurements from investigations;
(B) distinguish between speed and velocity in linear
motion in terms of distance, displacement, and direction;
(C) measure, record, and interpret an object's motion
using distance-time graphs; and
(D) analyze the effect of balanced and unbalanced forces
on the state of motion of an object using Newton's First Law of Motion.
(8) Force, motion, and energy. The student understands
the behavior of thermal energy as it flows into and out of systems.
The student is expected to:
(A) investigate methods of thermal energy transfer
into and out of systems, including conduction, convection, and radiation;
(B) investigate how thermal energy moves in a predictable
pattern from warmer to cooler until all substances within the system
reach thermal equilibrium; and
(C) explain the relationship between temperature and
the kinetic energy of the particles within a substance.
(9) Earth and space. The student understands the patterns
of movement, organization, and characteristics of components of our
solar system. The student is expected to:
(A) describe the physical properties, locations, and
movements of the Sun, planets, moons, meteors, asteroids, comets,
Kuiper belt, and Oort cloud;
(B) describe how gravity governs motion within Earth's
solar system; and
(C) analyze the characteristics of Earth that allow
life to exist such as the proximity of the Sun, presence of water,
and composition of the atmosphere.
(10) Earth and space. The student understands the causes
and effects of plate tectonics. The student is expected to:
(A) describe the evidence that supports that Earth
has changed over time, including fossil evidence, plate tectonics,
and superposition; and
(B) describe how plate tectonics causes ocean basin
formation, earthquakes, mountain building, and volcanic eruptions,
including supervolcanoes and hot spots.
(11) Earth and space. The student understands how human
activity can impact the hydrosphere. The student is expected to:
(A) analyze the beneficial and harmful influences of
human activity on groundwater and surface water in a watershed; and
(B) describe human dependence and influence on ocean
systems and explain how human activities impact these systems.
(12) Organisms and environments. The student understands
that ecosystems are dependent upon the cycling of matter and the flow
of energy. The student is expected to:
(A) diagram the flow of energy within trophic levels
and describe how the available energy decreases in successive trophic
levels in energy pyramids; and
(B) describe how ecosystems are sustained by the continuous
flow of energy and the recycling of matter and nutrients within the
biosphere.
(13) Organisms and environments. The student knows
how systems are organized and function to support the health of an
organism and how traits are inherited. The student is expected to:
(A) identify and model the main functions of the systems
of the human organism, including the circulatory, respiratory, skeletal,
muscular, digestive, urinary, reproductive, integumentary, nervous,
immune, and endocrine systems;
(B) describe the hierarchical organization of cells,
tissues, organs, and organ systems within plants and animals;
(C) compare the results of asexual and sexual reproduction
of plants and animals in relation to the diversity of offspring and
the changes in the population over time; and
(D) describe and give examples of how natural and artificial
selection change the occurrence of traits in a population over generations.
(14) Organisms and environments. The student knows
how the taxonomic system is used to describe relationships between
organisms. The student is expected to:
(A) describe the taxonomic system that categorizes
organisms based on similarities and differences shared among groups;
and
(B) describe the characteristics of the recognized
kingdoms and their importance in ecosystems such as bacteria aiding
digestion or fungi decomposing organic matter.
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