(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 the 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 knows that matter
is made of atoms, can be classified according to its properties, and
can undergo changes. The student is expected to:
(A) compare solids, liquids, and gases in terms of
their structure, shape, volume, and kinetic energy of atoms and molecules;
(B) investigate the physical properties of matter to
distinguish between pure substances, homogeneous mixtures (solutions),
and heterogeneous mixtures;
(C) identify elements on the periodic table as metals,
nonmetals, metalloids, and rare Earth elements based on their physical
properties and importance to modern life;
(D) compare the density of substances relative to various
fluids; and
(E) identify the formation of a new substance by using
the evidence of a possible chemical change, including production of
a gas, change in thermal energy, production of a precipitate, and
color change.
(7) Force, motion, and energy. The student knows the
nature of forces and their role in systems that experience stability
or change. The student is expected to:
(A) identify and explain how forces act on objects,
including gravity, friction, magnetism, applied forces, and normal
forces, using real-world applications;
(B) calculate the net force on an object in a horizontal
or vertical direction using diagrams and determine if the forces are
balanced or unbalanced; and
(C) identify simultaneous force pairs that are equal
in magnitude and opposite in direction that result from the interactions
between objects using Newton's Third Law of Motion.
(8) Force, motion, and energy. The student knows that
the total energy in systems is conserved through energy transfers
and transformations. The student is expected to:
(A) compare and contrast gravitational, elastic, and
chemical potential energies with kinetic energy;
(B) describe how energy is conserved through transfers
and transformations in systems such as electrical circuits, food webs,
amusement park rides, or photosynthesis; and
(C) explain how energy is transferred through transverse
and longitudinal waves.
(9) Earth and space. The student models the cyclical
movements of the Sun, Earth, and Moon and describes their effects.
The student is expected to:
(A) model and illustrate how the tilted Earth revolves
around the Sun, causing changes in seasons; and
(B) describe and predict how the positions of the Earth,
Sun, and Moon cause daily, spring, and neap cycles of ocean tides
due to gravitational forces.
(10) Earth and space. The student understands the rock
cycle and the structure of Earth. The student is expected to:
(A) differentiate between the biosphere, hydrosphere,
atmosphere, and geosphere and identify components of each system;
(B) model and describe the layers of Earth, including
the inner core, outer core, mantle, and crust; and
(C) describe how metamorphic, igneous, and sedimentary
rocks form and change through geologic processes in the rock cycle.
(11) Earth and space. The student understands how resources
are managed. The student is expected to:
(A) research and describe why resource management is
important in reducing global energy poverty, malnutrition, and air
and water pollution; and
(B) explain how conservation, increased efficiency,
and technology can help manage air, water, soil, and energy resources.
(12) Organisms and environments. The student knows
that interdependence occurs between living systems and the environment.
The student is expected to:
(A) investigate how organisms and populations in an
ecosystem depend on and may compete for biotic factors such as food
and abiotic factors such as availability of light and water, range
of temperatures, or soil composition;
(B) describe and give examples of predatory, competitive,
and symbiotic relationships between organisms, including mutualism,
parasitism, and commensalism; and
(C) describe the hierarchical organization of organism,
population, and community within an ecosystem.
(13) Organisms and environments. The student knows
that organisms have an organizational structure and variations can
influence survival of populations. The student is expected to:
(A) describe the historical development of cell theory
and explain how organisms are composed of one or more cells, which
come from pre-existing cells and are the basic unit of structure and
function;
(B) identify and compare the basic characteristics
of organisms, including prokaryotic and eukaryotic, unicellular and
multicellular, and autotrophic and heterotrophic; and
(C) describe how variations within a population can
be an advantage or disadvantage to the survival of a population as
environments change.
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