Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.8 - Science Content Standards › Rule 10.53.810 - SCIENCE CONTENT STANDARDS FOR NINTH THROUGH TWELFTH GRADES

Current through Register Vol. 13, July 5, 2024
(1) Physical
				science content standards for ninth through twelfth grades are that each
				student will:
(a) 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;
(b) 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;
(c) develop models to illustrate the changes
				in the composition of the nucleus of the atom and the energy released during
				the processes of fission, fusion, and radioactive decay;
(d) communicate through scientific and
				technical information roles of molecular-level structure in the functioning of
				designed materials;
(e) construct
				and revise an explanation for outcomes of simple chemical reactions based on
				outer electron states of atoms, trends in the periodic table, and patterns of
				chemical properties;
(f) develop a
				model to illustrate that the release or absorption of energy from chemical
				reactions is dependent upon changes in total bond energy;
(g) 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;
(h) refine the design of a
				chemical system by specifying changes in conditions that would alter the amount
				of products at equilibrium;
(i) use
				mathematical representations to support the claim that atoms, and therefore
				mass, are conserved during a chemical reaction;
(j) 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;
(k) use mathematical representations to
				demonstrate how total momentum of a system is conserved when there is no net
				force on the system;
(l) apply
				scientific and engineering ideas to design, evaluate, and refine a device that
				minimizes forces on an object during collisions;
(m) use a mathematical representation of
				Newton's Law of Gravitation and Coulomb's Law to explain gravitational and
				electrostatic forces between objects;
(n) plan and conduct investigations to
				provide evidence that electric currents can produce magnetic fields and
				changing magnetic fields can produce electric currents;
(o) 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 and energy flows in and out of the system are
				known;
(p) develop and use models
				to illustrate that energy at the macroscopic scale can be accounted for as a
				combination of energy associated with the motions of particles and energy
				associated with the relative position of particles;
(q) design, build, and refine a device that
				works within given constraints to convert one form of energy into another form
				of energy;
(r) 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;
(s) develop and use a model
				of two objects interacting through electric or magnetic fields to illustrate
				the forces between objects and the change in energy of the objects due to the
				interaction;
(t) use mathematical
				representations to support a claim regarding relationships among the frequency,
				amplitude, wavelength, and speed of waves traveling in various media;
(u) 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;
(v) evaluate the validity and reliability of
				claims in published materials of the effects that different frequencies of
				electromagnetic radiation have when absorbed by matter; and
(w) 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.