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STEM.S.SCIENCE: Next Generation Science Standards (NGSS)
SCIENCE: Next Generation Science Standards (NGSS)
NGSS.HS-ESS. EARTH AND SPACE SCIENCE
HS-ESS1. Earth’s Place in the Universe
Students who demonstrate understanding can:
HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.
HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth’s systems.
HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
HS-LS1. From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
HS-LS2. Ecosystems: Interactions, Energy, and Dynamics
Students who demonstrate understanding can:
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-LS3. Heredity: Inheritance and Variation of Traits
Students who demonstrate understanding can:
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
HS-PS2. Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.
HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (se
HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
HS-PS4. Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
STEM.T.TECHNOLOGY: International Technology Education Association (ITEA)
TECHNOLOGY: International Technology Education Association (ITEA)
ITEA.1. Students will develop an understanding of the characteristics and scope of technology. In order to comprehend the scope of technology, students should learn that:
(9-12) 1.M. Most development of technologies these days is driven by the profit motive and the market.
ITEA.10. Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. In order to comprehend other problem-solving approaches, students should learn that:
(9-12) 10.K. Not all problems are technological, and not every problem can be solved using technology.
ITEA.13. Students will develop the abilities to assess the impact of products and systems. As part of learning how to assess the impact of products and systems, students should learn that:
(9-12) 13.M. Design forecasting techniques to evaluate the results of altering natural systems.
ITEA.14. Students will develop an understanding of and be able to select and use medical technologies. In order to select, use, and understand medical technologies, students should learn that:
(9-12) 14.K. Medical technologies include prevention and rehabilitation, vaccines and pharmaceuticals, medical and surgical procedures, genetic engineering, and the systems within which health is protected and maintained.
(9-12) 14.L. Telemedicine reflects the convergence of technological advances in a number of fields, including medicine, telecommunications, virtual presence, computer engineering, informatics, artificial intelligence, robotics, materials science, and perceptual psycho
ITEA.15. Students will develop an understanding of and be able to select and use agricultural and related biotechnologies. In order to select, use, and understand agricultural and related biotechnologies, students should learn that:
(9-12) 15.L. Biotechnology has applications in such areas as agriculture, pharmaceuticals, food and beverages, medicine, energy, the environment, and genetic engineering.
(9-12) 15.N. The engineering design and management of agricultural systems require knowledge of artificial ecosystems and the effects of technological development on flora and fauna.
ITEA.16. Students will develop an understanding of and be able to select and use energy and power technologies. In order to select, use, and understand energy and power technologies, students should learn that:
(9-12) 16.J. Energy cannot be created nor destroyed; however, it can be converted from one form to another.
ITEA.2. Students will develop an understanding of the core concepts of technology. In order to comprehend the core concepts of technology, students should learn that:
(9-12) 2.Z. Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste.
ITEA.20. Students will develop an understanding of and be able to select and use construction technologies. In order to select, use, and understand construction technologies, students should learn that:
(9-12) 20.K. Structures are constructed using a variety of processes and procedures.
ITEA.3. Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. In order to appreciate the relationships among technologies and other fields of study, students should learn t
(9-12) 3.G. Technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function.
(9-12) 3.H. Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields.
ITEA.4. Students will develop an understanding of the cultural, social, economic, and political effects of technology. In order to recognize the changes in society caused by the use of technology, students should learn that:
(9-12) 4.H. Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious.
ITEA.5. Students will develop an understanding of the effects of technology on the environment. In order to discern the effects of technology on the environment, students should learn that:
(9-12) 5.I. With the aid of technology, various aspects of the environment can be monitored to provide information for decision-making.
(9-12) 5.L. Decisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment.
ITEA.6. Students will develop an understanding of the role of society in the development and use of technology. In order to realize the impact of society on technology, students should learn that:
(9-12) 6.I. The decision whether to develop a technology is influenced by societal opinions and demands, in addition to corporate cultures.