ms.ps3.a: definitions of energy … · msps32: develop a model to describe that when the...

DCI: Energy

MS.PS3.A: Definitions of EnergyTemperature is not a measure of energy; the relationship betweenthe temperature and the total energy of a system depends on thetypes, states, and amounts of matter present. (MSPS33), (MSPS34)

DCI: Energy

MS.PS3.A: Definitions of EnergyMotion energy is properly called kinetic energy; it is proportional tothe mass of the moving object and grows with the square of itsspeed. (MSPS31)

DCI: Energy

MS.PS3.A: Definitions of EnergyA system of objects may also contain stored (potential) energy,depending on their relative positions. (MSPS32)

DCI: Energy

MS.PS3.B: Conservation of Energy and EnergyTransferWhen the motion energy of an object changes, there is inevitablysome other change in energy at the same time. (MSPS35)

DCI: Energy

MS.PS3.B: Conservation of Energy and EnergyTransferThe amount of energy transfer needed to change the temperature ofa matter sample by a given amount depends on the nature of thematter, the size of the sample, and the environment. (MSPS34)

DCI: Energy

MS.PS3.B: Conservation of Energy and EnergyTransferEnergy is spontaneously transferred out of hotter regions or objectsand into colder ones. (MSPS33)

DCI: Energy

MS.PS3.C: Relationship Between Energy andForcesWhen two objects interact, each one exerts a force on the other thatcan cause energy to be transferred to or from the object. (MSPS32)

DCI: Engineering Design

MS.ETS1.A: Defining and Delimiting EngineeringProblemsThe more precisely a design task’s criteria and constraints can bedefined, the more likely it is that the designed solution will besuccessful. Specification of constraints includes consideration ofscientific principles and other relevant knowledge that is likely to limitpossible solutions. (MSPS33)


MS.ETS1.B: Developing Possible SolutionsA solution needs to be tested, and then modified on the basis of thetest results in order to improve it. There are systematic processes forevaluating solutions with respect to how well they meet criteria andconstraints of a problem. (MSPS33)

DCI: Matter and Its Interactions

MS.PS1.A: Structure and Properties of MatterSubstances are made from different types of atoms, which combinewith one another in various ways. Atoms form molecules that rangein size from two to thousands of atoms. (MSPS11)


MS.PS1.A: Structure and Properties of MatterSolids may be formed from molecules, or they may be extendedstructures with repeating subunits (e.g., crystals). (MSPS11)


MS.PS1.A: Structure and Properties of MatterEach pure substance has characteristic physical and chemicalproperties (for any bulk quantity under given conditions) that can beused to identify it. (MSPS12)


MS.PS1.B: Chemical ReactionsSubstances react chemically in characteristic ways. In a chemicalprocess, the atoms that make up the original substances areregrouped into different molecules, and these new substances havedifferent properties from those of the reactants. (MSPS12)


MS.PS1.A: Structure and Properties of MatterEach pure substance has characteristic physical and chemicalproperties (for any bulk quantity under given conditions) that can beused to identify it. (MSPS13)




MS.PS1.A: Structure and Properties of MatterGases and liquids are made of molecules or inert atoms that aremoving about relative to each other. (MSPS14)


MS.PS1.A: Structure and Properties of MatterIn a liquid, the molecules are constantly in contact with others; in agas, they are widely spaced except when they happen to collide. In asolid, atoms are closely spaced and may vibrate in position but donot change relative locations. (MSPS14)


MS.PS1.A: Structure and Properties of MatterThe changes of state that occur with variations in temperature orpressure can be described and predicted using these models ofmatter. (MSPS14)

DCI: Energy

MS.PS3.A: Definitions of EnergyThe term “heat” as used in everyday language refers both to thermalenergy (the motion of atoms or molecules within a substance) andthe transfer of that thermal energy from one object to another. Inscience, heat is used only for this second meaning; it refers to theenergy transferred due to the temperature difference between twoobjects. (MSPS14)

DCI: Energy

MS.PS3.A: Definitions of EnergyThe temperature of a system is proportional to the average internalkinetic energy and potential energy per atom or molecule (whicheveris the appropriate building block for the system’s material). Thedetails of that relationship depend on the type of atom or moleculeand the interactions among the atoms in the material. Temperature isnot a direct measure of a system's total thermal energy. The totalthermal energy (sometimes called the total internal energy) of asystem depends jointly on the temperature, the total number ofatoms in the system, and the state of the material. (MSPS14)




MS.PS1.B: Chemical ReactionsThe total number of each type of atom is conserved, and thus themass does not change. (MSPS15)


MS.PS1.B: Chemical ReactionsSome chemical reactions release energy, others store energy. (MSPS16)


MS.ETS1.B: Developing Possible SolutionsA solution needs to be tested, and then modified on the basis of thetest results in order to improve it. (MSPS16)


MS.ETS1.C: Optimizing the Design Solution

Although one design may not perform the best across all tests,identifying the characteristics of the design that performed the best ineach test can provide useful information for the redesign process that is, some of the characteristics may be incorporated into the newdesign. (MSPS16)


MS.ETS1.C: Optimizing the Design Solution

The iterative process of testing the most promising solutions andmodifying what is proposed on the basis of the test results leads togreater refinement and ultimately to an optimal solution. (MSPS16)

DCI: Motion and Stability: Forces and Interactions

MS.PS2.A: Forces and Motion

For any pair of interacting objects, the force exerted by the firstobject on the second object is equal in strength to the force that thesecond object exerts on the first, but in the opposite direction(Newton’s third law). (MSPS21)


MS.PS2.A: Forces and MotionThe motion of an object is determined by the sum of the forces

acting on it; if the total force on the object is not zero, its motion will

change. The greater the mass of the object, the greater the force

needed to achieve the same change in motion. For any given object,

a larger force causes a larger change in motion. (MSPS22)


MS.PS2.A: Forces and MotionAll positions of objects and the directions of forces and motions must

be described in an arbitrarily chosen reference frame and arbitrarily

chosen units of size. In order to share information with other people,

these choices must also be shared. (MSPS22)

DCI: Earth and Human Activity

MS.ESS3.D: Global Climate ChangeHuman activities, such as the release of greenhouse gases from

burning fossil fuels, are major factors in the current rise in Earth’s

mean surface temperature (global warming). Reducing the level of

climate change and reducing human vulnerability to whatever

climate changes do occur depend on the understanding of climate

science, engineering capabilities, and other kinds of knowledge,

such as understanding of human behavior and on applying that

knowledge wisely in decisions and activities. (MSESS35)

DCI: Earth's Systems

MS.ESS2.A: Earth Materials and SystemsAll Earth processes are the result of energy flowing and mattercycling within and among the planet’s systems. This energy isderived from the sun and Earth’s hot interior. The energy that flowsand matter that cycles produce chemical and physical changes inEarth’s materials and living organisms. (MSESS21)


MS.ESS2.A: Earth Materials and SystemsThe planet’s systems interact over scales that range frommicroscopic to global in size, and they operate over fractions of asecond to billions of years. These interactions have shaped Earth’shistory and will determine its future. (MSESS22)


MS.ESS2.C: The Roles of Water in Earth’sSurface ProcessesWater’s movements—both on the land and underground—causeweathering and erosion, which change the land’s surface featuresand create underground formations. (MSESS22)


MS.ESS2.C: The Roles of Water in Earth’sSurface ProcessesWater continually cycles among land, ocean, and atmosphere viatranspiration, evaporation, condensation and crystallization, andprecipitation, as well as downhill flows on land. (MSESS24)


MS.ESS2.C: The Roles of Water in Earth’sSurface ProcessesGlobal movements of water and its changes in form are propelled bysunlight and gravity. (MSESS24)


MS.ESS2.C: The Roles of Water in Earth’sSurface ProcessesThe complex patterns of the changes and the movement of water inthe atmosphere, determined by winds, landforms, and oceantemperatures and currents, are major determinants of local weatherpatterns. (MSESS25)


MS.ESS2.D: Weather and ClimateBecause these patterns are so complex, weather can only bepredicted probabilistically. (MSESS25)


MS.ESS2.C: The Roles of Water in Earth’sSurface ProcessesVariations in density due to variations in temperature and salinitydrive a global pattern of interconnected ocean currents. (MSESS26)


MS.ESS2.D: Weather and ClimateWeather and climate are influenced by interactions involvingsunlight, the ocean, the atmosphere, ice, landforms, and livingthings. These interactions vary with latitude, altitude, and local andregional geography, all of which can affect oceanic and atmosphericflow patterns. (MSESS26)


MS.ESS2.D: Weather and ClimateThe ocean exerts a major influence on weather and climate byabsorbing energy from the sun, releasing it over time, and globallyredistributing it through ocean currents. (MSESS26)

Performance Expectation

MSPS31: Construct and interpret graphical displays ofdata to describe the relationships of kinetic energy to themass of an object and to the speed of an object.Clarification Statement: Emphasis is on descriptive relationships betweenkinetic energy and mass separately from kinetic energy and speed.Examples could include riding a bicycle at different speeds, rolling differentsizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball. Assessment Boundary: none


MSPS32: Develop a model to describe that when thearrangement of objects interacting at a distance changes,different amounts of potential energy are stored in thesystem.Clarification Statement: Emphasis is on relative amounts of potentialenergy, not on calculations of potential energy. Examples of objects withinsystems interacting at varying distances could include: the Earth and eithera roller coaster cart at varying positions on a hill or objects at varyingheights on shelves, changing the direction/orientation of a magnet, and aballoon with static electrical charge being brought closer to a classmate’shair. Examples of models could include representations, diagrams,pictures, and written descriptions of systems. Assessment Boundary: Assessment is limited to two objects and electric,magnetic, and gravitational interactions.


MSPS33: Apply scientific principles to design, construct,and test a device that either minimizes or maximizesthermal energy transfer.*Clarification Statement: Examples of devices could include an insulatedbox, a solar cooker, and a Styrofoam cup. Assessment Boundary: Assessment does not include calculating the totalamount of thermal energy transferred.* This performance expectation integrates traditional science content withengineering through a practice or disciplinary code idea.


MSPS34: Plan an investigation to determine therelationships among the energy transferred, the type ofmatter, the mass, and the change in the average kineticenergy of the particles as measured by the temperature ofthe sample.Clarification Statement: Examples of experiments could includecomparing final water temperatures after different masses of ice melted inthe same volume of water with the same initial temperature, thetemperature change of samples of different materials with the same massas they cool or heat in the environment, or the same material with differentmasses when a specific amount of energy is added. Assessment Boundary: Assessment does not include calculating the totalamount of thermal energy transferred.


MSPS35: Construct, use, and present arguments tosupport the claim that when the kinetic energy of an objectchanges, energy is transferred to or from the object.Clarification Statement: Examples of empirical evidence used inarguments could include an inventory or other representation of the energybefore and after the transfer in the form of temperature changes or motionof object. Assessment Boundary: Assessment does not include calculations ofenergy.


MSPS11: Develop models to describe the atomiccomposition of simple molecules and extended structures.Clarification Statement: Emphasis is on developing models of moleculesthat vary in complexity. Examples of simple molecules could includeammonia and methanol. Examples of extended structures could includesodium chloride or diamonds. Examples of molecularlevel models couldinclude drawings, 3D ball and stick structures, or computer representationsshowing different molecules with different types of atoms. Assessment Boundary: Assessment does not include valence electronsand bonding energy, discussing the ionic nature of subunits of complexstructures, or a complete description of all individual atoms in a complexmolecule or extended structure is not required.


MSPS12: Analyze and interpret data on the properties ofsubstances before and after the substances interact todetermine if a chemical reaction has occurred.Clarification Statement: Examples of reactions could include burningsugar or steel wool, fat reacting with sodium hydroxide, and mixing zincwith hydrogen chloride. Assessment Boundary: Assessment is limited to analysis of the followingproperties: density, melting point, boiling point, solubility, flammability, andodor.


MSPS13: Gather and make sense of information todescribe that synthetic materials come from naturalresources and impact society.Clarification Statement: Emphasis is on natural resources that undergo achemical process to form the syntheic material. Examples of new materialscould include new medicine, foods, and alternative fuels. Assessment Boundary: Assessment is limited to qualitative information.


MSPS14: Develop a model that predicts and describeschanges in particle motion, temperature, and state of a puresubstance when thermal energy is added or removed.Clarification Statement: Emphasis is on qualitative molecularlevelmodels of solids, liquids, and gases to show that adding or removingthermal energy increases or decreases kinetic energy of the particles untila change of state occurs. Examples of models could include drawing anddiagrams. Examples of particles could include molecules or inert atoms.Examples of pure substances could include water, carbon dioxide, andhelium. Assessment Boundary: none


MSPS15: Develop and use a model to describe how thetotal number of atoms does not change in a chemicalreaction and thus mass is conserved.Clarification Statement: Emphasis is on law of conservation of matter andon physical models or drawings, including digital forms, that representatoms. Assessment Boundary: Assessment does not include the use of atomicmasses, balancing symbolic equations, or intermolecular forces.


MSPS16: Undertake a design project to construct, test,and modify a device that either releases or absorbs thermalenergy by chemical processes.*Clarification Statement: Emphasis is on the design, controlling thetransfer of energy to the environment, and modification of a device usingfactors such as type and concentration of a substance. Examples ofdesigns could involve chemical reactions such as dissolving ammoniumchloride or calcium chloride. Assessment Boundary: Assessment is limited to the criteria of amount,time, and temperature of substance in testing the device.* This performance expectation integrates traditional science content withengineering through a practice or disciplinary code idea.


MSPS21: Apply Newton’s Third Law to design a solution toa problem involving the motion of two colliding objects. *Clarification Statement: Examples of practical problems could include theimpact of collisions between two cars, between a car and stationaryobjects, and between a meteor and a space vehicle. Assessment Boundary: Assessment is limited to vertical or horizontalinteractions in one dimension.* This performance expectation integrates traditional science content withengineering through a practice or disciplinary code idea.


MSPS22: Plan an investigation to provide evidence thatthe change in an object’s motion depends on the sum of theforces on the object and the mass of the object.Clarification Statement: Emphasis is on balanced (Newton’s First Law)and unbalanced forces in a system, qualitative comparisons of forces,mass and changes in motion (Newton’s Second Law), frame of reference,and specification of units. Assessment Boundary: Assessment is limited to forces and changes inmotion in onedimension in an inertial reference frame and to change inone variable at a time. Assessment does not include the use oftrigonometry.


MSESS35: Ask questions to clarify evidence of the factorsthat have caused the rise in global temperatures over thepast century.Clarification Statement: Examples of factors include human activities(such as fossil fuel combustion, cement production, and agriculturalactivity) and natural processes (such as changes in incoming solarradiation or volcanic activity). Examples of evidence can include tables,graphs, and maps of global and regional temperatures, atmospheric levelsof gases such as carbon dioxide and methane, and the rates of humanactivities. Emphasis is on the major role that human activities play incausing the rise in global temperatures. Assessment Boundary: none


MSESS21: Develop a model to describe the cycling ofEarth's materials and the flow of energy that drives thisprocess.Clarification Statement: Emphasis is on the processes of melting,crystallization, weathering, deformation, and sedimentation, which acttogether to form minerals and rocks through the cycling of Earth’smaterials. Assessment Boundary: Assessment does not include the identificationand naming of minerals.


MSESS22: Construct an explanation based on evidence forhow geoscience processes have changed Earth's surface atvarying time and spatial scales.Clarification Statement: Emphasis is on how processes change Earth’ssurface at time and spatial scales that can be large (such as slow platemotions or the uplift of large mountain ranges) or small (such as rapidlandslides or microscopic geochemical reactions), and how manygeoscience processes (such as earthquakes, volcanoes, and meteorimpacts) usually behave gradually but are punctuated by catastrophicevents. Examples of geoscience processes include surface weathering anddeposition by the movements of water, ice, and wind. Emphasis is ongeoscience processes that shape local geographic features, whereappropriate. Assessment Boundary: none


MSESS24: Develop a model to describe the cycling ofwater through Earth's systems driven by energy from thesun and the force of gravity.Clarification Statement: Emphasis is on the ways water changes its stateas it moves through the multiple pathways of the hydrologic cycle.Examples of models can be conceptual or physical. Assessment Boundary: A quantitative understanding of the latent heatsof vaporization and fusion is not assessed.


MSESS25: Collect data to provide evidence for how themotions and complex interactions of air masses results inchanges in weather conditions.Clarification Statement: Emphasis is on how air masses flow fromregions of high pressure to low pressure, causing weather (defined bytemperature, pressure, humidity, precipitation, and wind) at a fixed locationto change over time, and how sudden changes in weather can result whendifferent air masses collide. Emphasis is on how weather can be predictedwithin probabilistic ranges. Examples of data can be provided to students(such as weather maps, diagrams, and visualizations) or obtained throughlaboratory experiments (such as with condensation). Assessment Boundary: Assessment does not include recalling thenames of cloud types or weather symbols used on weather maps or thereported diagrams from weather stations.


MSESS26: Develop and use a model to describe howunequal heating and rotation of the Earth cause patterns ofatmospheric and oceanic circulation that determine regionalclimates.Clarification Statement: Emphasis is on how patterns vary by latitude,altitude, and geographic land distribution. Emphasis of atmosphericcirculation is on the sunlightdriven latitudinal banding, the Coriolis effect,and resulting prevailing winds; emphasis of ocean circulation is on thetransfer of heat by the global ocean convection cycle, which is constrainedby the Coriolis effect and the outlines of continents. Examples of modelscan be diagrams, maps and globes, or digital representations Assessment Boundary: Assessment does not include the dynamics ofthe Coriolis effect.

Science and Engineering Practices

Developing and Using ModelsModeling in 6–8 builds on K–5 experiences and progresses to developing,using, and revising models to describe, test, and predict more abstractphenomena and design systems.

Develop a model to describe unobservable mechanisms. (MSPS32)


Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or testsolutions to problems in 6–8 builds on K–5 experiences and progresses toinclude investigations that use multiple variables and provide evidence tosupport explanations or design solutions.

Plan an investigation individually and collaboratively, and in thedesign: identify independent and dependent variables and controls,what tools are needed to do the gathering, how measurements willbe recorded, and how many data are needed to support a claim. (MSPS34)


Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 experiences and progresses toextending quantitative analysis to investigations, distinguishing betweencorrelation and causation, and basic statistical techniques of data and erroranalysis.

Construct and interpret graphical displays of data to identify linearand nonlinear relationships. (MSPS31)


Constructing Explanations and Designing

Solutions

Constructing explanations and designing solutions in 6–8 builds on K–5experiences and progresses to include constructing explanations anddesigning solutions supported by multiple sources of evidence consistentwith scientific ideas, principles, and theories.

Apply scientific ideas or principles to design, construct, and test adesign of an object, tool, process or system. (MSPS33)


Engaging in Argument from EvidenceEngaging in argument from evidence in 6–8 builds on K–5 experiences andprogresses to constructing a convincing argument that supports or refutesclaims for either explanations or solutions about the natural and designedworld(s).

Construct, use, and present oral and written arguments supported byempirical evidence and scientific reasoning to support or refute anexplanation or a model for a phenomenon. (MSPS35)



Develop a model to predict and/or describe phenomena. (MSPS11)


Analyzing and Interpreting DataAnalyzing data in 6–8 builds on K–5 experiences and progresses toextending quantitative analysis to investigations, distinguishing betweencorrelation and causation, and basic statistical techniques of data and erroranalysis.

Analyze and interpret data to determine similarities and differencesin findings. (MSPS12)


Obtaining, Evaluating, and Communicating

Information

Obtaining, evaluating, and communicating information in 6–8 builds on K–5

experiences and progresses to evaluating the merit and validity of ideas and

methods.

Gather, read, and synthesize information from multiple appropriatesources and assess the credibility, accuracy, and possible bias ofeach publication and methods used, and describe how they aresupported or not supported by evidence. (MSPS13)


Developing and Using Models

Modeling in 6–8 builds on K–5 experiences and progresses to developing,

using, and revising models to describe, test, and predict more abstract

phenomena and design systems.

Develop a model to predict and/or describe phenomena. (MSPS14)



Modeling in 6–8 builds on K–5 experiences and progresses to developing,

using, and revising models to describe, test, and predict more abstract

phenomena and design systems.

Develop a model to describe unobservable mechanisms. (MSPS15)



Solutions


Undertake a design project, engaging in the design cycle, toconstruct and/or implement a solution that meets specific designcriteria and constraints. (MSPS16)



Solutions


Apply scientific ideas or principles to design an object, tool, processor system. (MSPS21)




Plan an investigation individually and collaboratively, and in thedesign: identify independent and dependent variables and controls,what tools are needed to do the gathering, how measurements willbe recorded, and how many data are needed to support a claim. (MSPS22)


Asking Questions and Defining ProblemsAsking questions and defining problems in grades 6–8 builds from gradesK–5 experiences and progresses to specifying relationships betweenvariables and clarifying arguments and models.

Ask questions to identify and clarify evidence of an argument. (MSESS35)



Develop and use a model to describe phenomena. (MSESS21)


Constructing Explanations and DesigningSolutionsConstructing explanations and designing solutions in 6–8 builds on K–5experiences and progresses to include constructing explanations anddesigning solutions supported by multiple sources of evidence consistentwith scientific ideas, principles, and theories.

Construct a scientific explanation based on valid and reliableevidence obtained from sources (including the students’ ownexperiments) and the assumption that theories and laws thatdescribe the natural world operate today as they did in the past andwill continue to do so in the future. (MSESS22)



Modeling in 6–8 builds on K–5 experiences and progresses to developing,using, and revising models to describe, test, and predict more abstractphenomena and design systems.

Develop a model to describe unobservable mechanisms. (MSESS24)




Collect data about the performance of a proposed object, tool,process, or system under a range of conditions. (MSESS25)



Modeling in 6–8 builds on K–5 experiences and progresses to developing,using, and revising models to describe, test, and predict more abstractphenomena and design systems.

Develop and use a model to describe phenomena. (MSESS26)

Crosscutting Concepts

Scale, Proportion, and QuantityProportional relationships (e.g. speed as the ratio of distancetraveled to time taken) among different types of quantities provideinformation about the magnitude of properties and processes. (MSPS31), (MSPS34)


Systems and System ModelsModels can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matterflows within systems. (MSPS32)


Energy and MatterThe transfer of energy can be tracked as energy flows through adesigned or natural system. (MSPS33)


Energy and MatterEnergy may take different forms (e.g. energy in fields, thermalenergy, energy of motion). (MSPS35)


Scale, Proportion, and QuantityTime, space, and energy phenomena can be observed at variousscales using models to study systems that are too large or too small.(MSPS11)


PatternsMacroscopic patterns are related to the nature of microscopic andatomiclevel structure. (MSPS12)


Structure and FunctionStructures can be designed to serve particular functions by takinginto account properties of different materials, and how materials canbe shaped and used. (MSPS13)


Cause and EffectCause and effect relationships may be used to predict phenomena innatural or designed systems. (MSPS14)


Energy and MatterMatter is conserved because atoms are conserved in physical andchemical processes. (MSPS15)


Energy and MatterThe transfer of energy can be tracked as energy flows through adesigned or natural system. (MSPS16)


Systems and System ModelsModels can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matterflows within systems. (MSPS21)


Stability and ChangeExplanations of stability and change in natural or designed systemscan be constructed by examining the changes over time and forcesat different scales. (MSPS22)


Stability and ChangeStability might be disturbed either by sudden events or gradualchanges that accumulate over time. (MSESS35)


Stability and ChangeExplanations of stability and change in natural or designed systemscan be constructed by examining the changes over time andprocesses at different scales, including the atomic scale. (MSESS21)


Scale, Proportion, and QuantityTime, space, and energy phenomena can be observed at variousscales using models to study systems that are too large or too small.(MSESS22)


Energy and MatterWithin a natural or designed system, the transfer of energy drivesthe motion and/or cycling of matter. (MSESS24)


Cause and EffectCause and effect relationships may be used to predict phenomena innatural or designed systems. (MSESS25)


Systems and System ModelsModels can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, andinformation flows within systems. (MSESS26)

Connections to Nature of Science

Science Knowledge Is Based on EmpiricalEvidenceScience knowledge is based upon logical and conceptualconnections between evidence and explanations. (MSPS34), (MSPS35)

Connections to Engineering, Technology, and Applications of Science

Science Knowledge Is Based on EmpiricalEvidenceScience knowledge is based upon logical and conceptualconnections between evidence and explanations. (MSPS12)


Science Models, Laws, Mechanisms, andTheories Explain Natural PhenomenaLaws are regularities or mathematical descriptions of naturalphenomena. (MSPS15)


Science Knowledge Is Based on EmpiricalEvidenceScience knowledge is based upon logical and conceptualconnections between evidence and explanations. (MSPS22)


Influence of Science, Engineering, andTechnology on Society and the Natural WorldThe uses of technologies and any limitations on their use are drivenby individual or societal needs, desires, and values; by the findingsof scientific research; and by differences in such factors as climate,natural resources, and economic conditions. Thus technology usevaries from region to region and over time. (MSPS13)


Interdependence of Science, Engineering, andTechnologyEngineering advances have led to important discoveries in virtuallyevery field of science and scientific discoveries have led to thedevelopment of entire industries and engineered systems. (MSPS13)


Influence of Science, Engineering, andTechnology on Society and the Natural WorldThe uses of technologies and any limitations on their use are drivenby individual or societal needs, desires, and values; by the findingsof scientific research; and by differences in such factors as climate,natural resources, and economic conditions. (MSPS21)

Common Core State Standards for ELA/Literacy

Reading in ScienceRST.68.1 Key Ideas and DetailsCite specific textual evidence to support analysis of science andtechnical texts. (MSPS31), (MSPS35)


Reading in ScienceRST.68.3 Key Ideas and DetailsFollow precisely a multistep procedure when carrying outexperiments, taking measurements, or performing technical tasks.(MSPS33)


Reading in Science

RST.68.7 Integration of Knowledge and Ideas

Integrate quantitative or technical information expressed in words ina text with a version of that information expressed visually (e.g., in aflowchart, diagram, model, graph, or table). (MSPS31)


Speaking & Listening

SL.8.5 Presentation of Knowledge and Ideas

Integrate multimedia and visual displays into presentations to clarifyinformation, strengthen claims and evidence, and add interest. (MSPS32)


Writing in Science

WHST.68.1 Text Types and Purposes

Cite specific textual evidence to support analysis of science andtechnical texts. (MSPS35)


Writing in Science

WHST.68.7 Research to Build and Present

Knowledge

Conduct short research projects to answer a question (including aselfgenerated question), drawing on several sources and generatingadditional related, focused questions that allow for multiple avenuesof exploration. (MSPS33), (MSPS34)

Common Core State Standards for Mathematics

Ratios & Proportional Relationships6.RP.A.1 Understand ratio concepts and use ratioreasoning to solve problems.Understand the concept of a ratio and use ratio language to describe aratio relationship between two quantities. (MSPS31), (MSPS35)


Ratios & Proportional Relationships6.RP.A.2 Understand ratio concepts and use ratioreasoning to solve problems.Understand the concept of a unit rate a/b associated with a ratio a:b with bâ‰ 0, and use rate language in the context of a ratio relationship. (MSPS31)


Statistics & Probability6.SP.B.5 Summarize and describe distributions.Summarize numerical data sets in relation to their context. (MSPS34)


Ratios & Proportional Relationships7.RP.A.2 Analyze proportional relationships and use themto solve realworld and mathematical problems.Recognize and represent proportional relationships between quantities.(MSPS31), (MSPS35)


Expressions & Equations8.EE.A.1 Expressions and Equations Work with radicalsand integer exponents.Know and apply the properties of integer exponents to generate equivalentnumerical expressions. (MSPS31)


Expressions & Equations8.EE.A.2 Expressions and Equations Work with radicalsand integer exponents.Use square root and cube root symbols to represent solutions to equationsof the form xÂ² = p and xÂ³ = p, where p is a positive rational number.Evaluate square roots of small perfect squares and cube roots of smallperfect cubes. Know that âˆš2 is irrational. (MSPS31)


Functions8.F.A.3 Define, evaluate, and compare functions.Interpret the equation y = mx + b as defining a linear function, whose graphis a straight line; give examples of functions that are not linear. (MSPS31),(MSPS35)


Mathematical PracticesMP.2 Reason abstractly and quantitativelyMathematically proficient students make sense of quantities and theirrelationships in problem situations. They bring two complementary abilitiesto bear on problems involving quantitative relationships: the ability todecontextualize—to abstract a given situation and represent it symbolicallyand manipulate the representing symbols as if they have a life of their own,without necessarily attending to their referents—and the ability tocontextualize, to pause as needed during the manipulation process in orderto probe into the referents for the symbols involved. Quantitative reasoningentails habits of creating a coherent representation of the problem at hand;considering the units involved; attending to the meaning of quantities, notjust how to compute them; and knowing and flexibly using differentproperties of operations and objects. (MSPS31), (MSPS34), (MSPS35)

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