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MN.9.1.The Nature of Science and Engineering
The Nature of Science and Engineering
9.1.1. The Practice of Science
9.1.1.1. The student will understand that science is a way of knowing about the natural world that is characterized by empirical criteria, logical argument and skeptical review.
9.1.1.1.1. Explain the implications of the assumption that the rules of the universe are the same everywhere and these rules can be discovered by careful and systematic investigation.
9.1.1.1.2. Understand that scientists conduct investigations for a variety of reasons: to discover new aspects of the natural world, to explain recently observed phenomena, to test the conclusions of prior investigations, or to test the predictions of current theori
9.1.1.1.3. Explain how the traditions and norms of science define the bounds of professional scientific practice and reveal instances of scientific error or misconduct.
9.1.1.1.7. Explain how scientific and technological innovations - as well as new evidence - can challenge portions of, or entire accepted theories and models including, but not limited to: cell theory, atomic theory, theory of evolution, plate tectonic theory, germ
9.1.3. Interactions Among Science, Technology, Engineering, Mathematics, and Society
9.1.3.1. The student will understand that natural and designed systems are made up of components that act within a system and interact with other systems.
9.1.3.1.1. Describe a system, including specifications of boundaries and subsystems, relationships to other systems, and identification of inputs and expected outputs.
9.1.3.3. The student will understand that science and engineering operate in the context of society and both influence and are influenced by this context.
9.1.3.3.1. Describe how values and constraints affect science and engineering.
9.1.3.4. The student will understand that science, technology, engineering and mathematics rely on each other to enhance knowledge and understanding.
9.1.3.4.1. Describe how technological problems and advances often create a demand for new scientific knowledge, improved mathematics and new technologies.
9.1.3.4.3. Select and use appropriate numeric, symbolic, pictorial, or graphical representation to communicate scientific ideas, procedures and experimental results.
MN.9.13.Reading Benchmarks: Literacy in Science and Technical Subjects 6-12
Reading Benchmarks: Literacy in Science and Technical Subjects 6-12
Craft and Structure
9.13.4.4. Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics
9.13.5.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
9.13.7.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
9.13.9.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
MN.9.14.Writing Benchmarks: Literacy in Science and Technical Subjects 6-12
Writing Benchmarks: Literacy in Science and Technical Subjects 6-12
Research to Build and Present Knowledge
9.14.7.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize ideas from multiple sources on the subject, demonstrating u
9.14.2.2. Write informative/explanatory texts, as they apply to each discipline and reporting format, including the narration of historical events, of scientific procedures/ experiments, or description of technical processes.
9.14.2.2.a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
9.14.2.2.b. Develop the topic with well-chosen, relevant, credible and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
9.14.2.2.c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
9.14.2.2.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
9.14.2.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
9.14.4.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience.
9.2.1.2. The student will understand that chemical reactions involve the rearrangement of atoms as chemical bonds are broken and formed through transferring or sharing of electrons and the absorption or release of energy.
9.2.1.2.1. Describe the role of valence electrons in the formation of chemical bonds.
9.2.2.2.3. Demonstrate that whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted by the second object back on the first object.
9.2.3.2. The student will understand that energy can be transformed within a system or transferred to other systems or the environment, but is always conserved.
9.2.3.2.2. Calculate and explain the energy, work and power involved in energy transfers in a mechanical system.
9.2.3.2.3. Describe how energy is transferred through sound waves and how pitch and loudness are related to wave properties of amplitude and wavelength.
9.2.3.2.5. Describe how an electric current produces a magnetic force, and how this interaction is used in motors and electromagnets to produce mechanical energy.
9.2.3.2.6. Use the idea that small amounts of matter are transformed into large amounts of energy in nuclear reactions to compare fission and fusion in terms of beginning and end products and the amount of energy released.
9.3.1.1. The student will understand that the relationships among earthquakes, mountains, volcanoes, fossil deposits, rock layers and ocean features provide evidence for the theory of plate tectonics.
9.3.1.1.1. Compare and contrast the interaction of tectonic plates at convergent and divergent boundaries.
9.3.1.3. The student will understand that by observing rock sequences and using fossils to correlate the sequences at various locations, geologic events can be inferred and geologic time can be estimated.
9.3.1.3.1. Use relative dating techniques to explain how the structure of the Earth and life on Earth has changed over short and long periods of time.
9.3.2.1. The student will understand that the Earth system has internal and external sources of energy, which produce heat and drive the motion of material in the oceans, atmosphere and solid earth.
9.3.2.1.1. Compare and contrast the energy sources of the Earth, including the sun, the decay of radioactive isotopes and gravitational energy.
9.3.2.2. The student will understand that global climate is determined by distribution of energy from the sun at the Earth's surface.
9.3.2.2.1. Explain how Earth's rotation, ocean currents, configuration of mountain ranges, and composition of the atmosphere influence the absorption and distribution of energy, which contributes to global climatic patterns.
9.3.2.2.2. Explain how evidence from the geologic record, including ice core samples, indicates that climate changes have occurred at varying rates over geologic time and continue to occur today.
9.3.2.3. The student will understand that material in the Earth system cycles through different reservoirs, and is powered by the Earth's sources of energy.
9.3.2.3.1. Trace the cyclical movement of carbon, oxygen and nitrogen through the lithosphere, hydrosphere, atmosphere and biosphere.
9.3.3.2.2.. Explain how the Earth evolved into its present habitable form through interactions among the solid earth, the oceans, the atmosphere and organisms.
9.3.3.2.3. Compare and contrast the environmental conditions that make life possible on Earth with conditions found on the other planets and moons of our solar system.
9.3.3.3. The student will understand that the big bang theory states that the universe expanded from a hot, dense chaotic mass, after which elements formed and clumped together to eventually form stars and galaxies.
9.3.3.3.1. Explain how evidence is used to understand the composition, early history and expansion of the universe.
9.3.4.1. The student will understand that people consider potential benefits, costs and risks to make decisions on how they interact with natural systems.
9.3.4.1.1. Analyze the benefits, costs, risks and tradeoffs associated with natural hazards, including the selection of land use and engineering mitigation.
9.3.4.1.2. Explain how human activity and natural processes are altering the hydrosphere, biosphere, lithosphere and atmosphere, including pollution, topography and climate.
9.4.1.1. The student will understand that organisms use the interaction of cellular processes as well as tissues and organ systems to maintain homeostasis.
9.4.1.1.1. Explain how cell processes are influenced by internal and external factors, such as pH and temperature, and how cells and organisms respond to changes in their environment to maintain homeostasis.
9.4.1.2. The student will understand that cells and cell structures have specific functions that allow an organism to grow, survive and reproduce.
9.4.1.2.1. Recognize that cells are composed primarily of a few elements (carbon, hydrogen, oxygen, nitrogen, phosphorus, and sulfur), and describe the basic molecular structures of cells and the primary functions of carbohydrates, lipids, proteins and nucleic acids
9.4.1.2.2. Recognize that the work of the cell is carried out primarily by proteins, most of which are enzymes, and that protein function depends on the amino acid sequence and the shape it takes as a consequence of the interactions between those amino acids.
9.4.1.2.4. Explain the function and importance of cell organelles for prokaryotic and/or eukaryotic cells as related to the basic cell processes of respiration, photosynthesis, protein synthesis and cell reproduction.
9.4.1.2.5. Compare and contrast passive transport (including osmosis and facilitated transport) with active transport, such as endocytosis and exocytosis.
9.4.2.2. The student will understand that matter cycles and energy flows through different levels of organization of living systems and the physical environment, as chemical elements are combined in different ways.
9.4.2.2.1. Use words and equations to differentiate between the processes of photosynthesis and respiration in terms of energy flow, beginning reactants and end products.
9.4.2.2.2. Explain how matter and energy in an ecosystem is transformed and transferred among organisms, and how energy is dissipated as heat into the environment.
9.4.3.1. The student will understand that genetic information found in the cell provides information for assembling proteins, which dictate the expression of traits in an individual.
9.4.3.1.1. Explain the relationships among DNA, genes and chromosomes.
9.4.3.2. The student will understand that variation within a species is the natural result of new inheritable characteristics occurring from new combinations of existing genes or from mutations of genes in reproductive cells.
9.4.3.2.1. Use concepts from Mendel's Laws of Segregation and Independent Assortment to explain how sorting and recombination (crossing over) of genes during sexual reproduction (meiosis) increases the occurrence of variation in a species.
9.4.3.2.3. Explain how mutations like deletions, insertions, rearrangements or substitutions of DNA segments in gametes may have no effect, may harm, or rarely may be beneficial, and can result in genetic variation within a species.
9.4.3.3.2. Use scientific evidence, including the fossil record, homologous structures, and genetic and/or biochemical similarities, to show evolutionary relationships among species.
9.4.3.3.3. Recognize that artificial selection has led to offspring through successive generations that can be very different in appearance and behavior from their distant ancestors.
9.4.3.3.5. Explain how competition for finite resources and the changing environment promotes natural selection on offspring survival, depending on whether the offspring have characteristics that are advantageous or disadvantageous in the new environment.
9.4.4.2.3. Describe how the immune system sometimes attacks some of the body's own cells and how some allergic reactions are caused by the body's immune responses to usually harmless environmental substances.
9.4.4.2.4. Explain how environmental factors and personal decisions, such as water pollution, air quality and smoking affect personal and community health.
9.4.4.2.5. Recognize that a gene mutation in a cell can result in uncontrolled cell division called cancer and how exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer.
9C.2.1.1. The student will understand that the periodic table illustrates how patterns in the physical and chemical properties of elements are related to atomic structure.
9C.2.1.1.1. Explain the relationship of an element's position on the periodic table to its atomic number and electron configuration.
9C.2.1.1.2. Identify and compare trends on the periodic table, including reactivity and relative sizes of atoms and ions; use the trends to explain the properties of subgroups, including metals, non-metals, alkali metals, alkaline earth metals, halogens and noble gas
9C.2.1.2.3. Use IUPAC (International Union of Pure and Applied Chemistry) nomenclature to write chemical formulas and name molecular and ionic compounds, including those that contain polyatomic ions.
9C.2.1.2.6. Describe the dynamic process by which solutes dissolve in solvents and calculate concentrations, including percent concentration, molarity and parts per million.
9C.2.1.2.7. Explain the role of solubility of solids, liquids and gases in natural and designed systems.
9C.2.1.3. The student will understand that chemical reactions describe a chemical change in which one or more reactants are transformed into one or more products.
9C.2.1.3.1. Classify chemical reactions as double replacement, single replacement, synthesis, decomposition or combustion.
9C.2.1.3.6. Describe the factors that affect the rate of a chemical reaction, including temperature, pressure, mixing, concentration, particle size, surface area and catalyst.
9C.2.1.4. The student will understand that states of matter can be described in terms of motion of molecules. The properties and behavior of gases can be explained using the Kinetic Molecular Theory.
9C.2.1.4.1. Use kinetic molecular theory to explain how changes in energy content affect the state of matter (solid, liquid and gaseous phases).
9C.2.1.4.2. Explain changes in temperature, pressure, volume and number of particles of a gas in terms of the random motion of molecules in an ideal gas.
9P.2.2.2. The student will understand that when objects change their motion or interact with other objects in the absence of frictional forces, the total amount of mechanical energy remains constant.
9P.2.2.2.1. Explain and calculate the work, power, potential energy and kinetic energy involved in objects moving under the influence of gravity and other mechanical forces.
9P.2.3.1.4. Describe the Doppler effect changes that occur in an observed sound as a result of the motion of a source of the sound relative to a receiver.
9P.2.3.2. The student will understand that electrons respond to electric fields and voltages by moving through electrical circuits and this motion generates magnetic fields.
9P.2.3.2.1. Explain why currents flow when free charges are placed in an electrical field, and how that forms the basis for electrical circuits.
9P.2.3.3.3. Use Snell's Law to explain the refraction and total internal reflection of light in transparent media, such as lenses and fiber optics.
9P.2.3.3.4. Use properties of light, including reflection, refraction, interference, Doppler effect and the photoelectric effect, to explain phenomena and describe applications.
9P.2.3.4. The student will understand that heat is energy transferred between objects or regions that are at different temperatures by the processes of convection, conduction and radiation.
9P.2.3.4.1. Describe and calculate the quantity of heat transferred between solids and/or liquids, using specific heat, density and temperatures.