Department of Mechanical Engineering, Tufts University Steven Rosenberg, Professor of Mathematics, Boston University Linda Ruiz-Davenport, Director of Mathematics, Boston PS Sandra Ryack-Bell, Executive Director, Museum Institute for Teaching Science Susan Sanford, HS Teacher, Worcester PS Robert Sartwell, Science Director, Malden PS (Retired) Janet Sun, Vice President, Connectedu, Inc. Thomas Vaughn, Adjunct Professor, Northeastern University Amy Winston, STEM Department Head, Newton PS Sharlene Yang, (Former) Professional Development Director, Museum of Science, Boston Stephen Yurek, Associate Director, Center of Math Achievement, Lesley University Department of Elementary and Secondary Education Staff Joyce Bowen, Science Assistance Specialist Katie Bowler, Director, STE MCAS Per Christensen, STE MCAS Brooke Clenchy, Senior Associate Commissioner, Center for Teaching, Learning, and Program Improvement Megan Cronquist, STEM Intern Marilyn Decker, STEM Director (Retired) Marianne Dunne, Science Assistance Specialist Jacob Foster, STEM Director Emily Fridman, Legal Fellow Jonathan Goldman, STEM Intern Brendan Harmon, STE MCAS Simone Harvey, Mathematics MCAS Brendan Henrique, STEM Intern Laura Johnson, STEM Intern Lisa Keenan, Special Assistant Stephanie Keep, STE MCS Fernanda Kray, ELL Professional Development and Curriculum Coordinator Darin La Sota, STE MCAS Jonathan Landman, Associate Commissioner for Teaching and Learning Christopher Lawrence, STEM Intern Barbara Libby, STEM Director (Retired) Kristen McKinnon, Service Learning Specialist Jeffrey Nellhaus, Deputy Commissioner (Retired) Julia Phelps, Associate Commissioner, Center for Curriculum and Instruction (Retired) Nicole Scola, Science Assistance Specialist Next Generation Science Standards (NGSS) Acknowledgement The 2016 Massachusetts STE standards are an adaptation of the NGSS, and text of some sections of this Framework is drawn from NGSS appendices or includes text that has been adapted from NGSS appendices. Massachusetts appreciates the design of the NGSS, the collaborative approach to NGSS development, and the opportunity to draw upon the NGSS and related appendices.
Ask and/or identify questions that can be answered by an investigation. Identify scientific (testable) and (non-testable) questions. Ask questions that can be investigated and predict reasonable outcomes based on patterns, such as cause and effect relationships. Ask questions that require sufficient and appropriate empirical evidence to answer. Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. Evaluate a question to determine if it is testable and relevant. Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory. Ask questions that challenge the premise(s) of an argument or the interpretation of a data set. Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design. Define a simple problem that can be solved through the development of a new or improved object or tool. Use prior knowledge to describe problems that can be solved. Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. Define a design problem that can be solved through the development of an object, tool, process, or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions. Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations.
systems. Measurements and observations are used to revise models and designs. principle or design solution. Develop and/or use models to describe and/or predict phenomena. relationships among variables, including those that are not observable but predict observable phenomena. Develop and/or use a model to predict and/or describe phenomena. Develop a model to describe unobservable mechanisms. types based on merits and limitations. Develop a simple model based on evidence to represent a proposed object or tool. Develop a diagram or simple physical prototype to convey a proposed object, tool, or process. Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system. Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. Develop a complex model that allows for manipulation and testing of a proposed process or system. Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems. Science and Engineering Practices Pre-K–2 Condensed Practices 3–5 Condensed Practices 6–8 Condensed Practices 9–12 Condensed Practices
3. Planning and Carrying Out Investigations Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters. Engineering investigations identify the effectiveness, efficiency, and durability of designs under different conditions. Planning and carrying out investigations to answer questions or test solutions to problems in pre-K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on pre-K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. Planning and carrying out investigations in 6–8 builds on pre-K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions. Planning and carrying out investigations in 9–12 builds on experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. With guidance, plan and conduct an investigation in collaboration with peers (for K). Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Plan an investigation individually and collaboratively, and in the design identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Conduct an investigation and/or evaluate and/or revise the experimental design to produce data to serve as the basis for evidence that meet the goals of the investigation. Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure that variables are controlled. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design decide on the types, quantity, and accuracy of data needed to produce reliable measurements; consider limitations on the precision of the data (e.g., number of trials, cost, risk, time); and
refine the design accordingly. Plan and conduct an investigation or test a design solution in a safe and ethical manner including considerations of environmental, social, and personal impacts. Evaluate different ways of observing and/or measuring a phenomenon to determine which way to answer a question. Evaluate appropriate methods and/or tools for collecting data. Evaluate the accuracy of various methods for collecting data. Select appropriate tools to collect, record, analyze, and evaluate data. Make observations (first-hand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations (first-hand or from media) and/or measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal. Make predictions based on prior experiences. Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. Make predictions about what would happen if a variable changes. Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success. Collect data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. Collect data about the performance of a proposed object, tool, process, or system under a range of conditions. Make directional hypotheses that specify what happens to a dependent variable when an independent variable is manipulated. Manipulate variables and collect data about a complex model of a proposed process or system to identify failure points or improve performance relative to criteria for success or other variables.
how well each meets specific design is, which design best solves the problem within given constraints. Like scientists, engineers require a range of tools to identify patterns within data and interpret the results. Advances in science make analysis of proposed solutions more efficient and effective. logical reasoning, mathematics, and/or computation. analyze and characterize data, using digital tools when feasible. intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. Consider limitations of data analysis (e.g., measurement error), and/or seek to improve precision and accuracy of data with better technological tools and methods (e.g., multiple trials). Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings. Analyze and interpret data to determine similarities and differences in findings. Compare and contrast various types of data sets (e.g., self-generated, archival) to examine consistency of measurements and observations. Analyze data from tests of an object or tool to determine if it works as intended. Analyze data to refine a problem statement or the design of a proposed object, tool, or process. Use data to evaluate and refine design solutions. Analyze data to define an optimal operational range for a proposed object, tool, process, or system that best meets criteria for success. Evaluate the impact of new data on a working explanation and/or model of a proposed process or system. Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to
criteria for success. Science and Engineering Practices Pre-K–2 Condensed Practices 3–5 Condensed Practices 6–8 Condensed Practices 9–12 Condensed Practices 5. Using Mathematics and Computational Thinking In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; solving equations exactly or approximately; and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable Mathematical and computational thinking in pre-K–2 builds on prior experience and progresses to recognizing that mathematics can be used to describe the natural and designed worlds. Mathematical and computational thinking in 3–5 builds on pre-K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions. Mathematical and computational thinking in 6–8 builds on pre-K–5 experiences and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments. Mathematical and computational thinking in 9–12 builds on pre-K–8 and experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. Decide when to use qualitative versus quantitative data. Decide if qualitative or quantitative data are best to determine whether a proposed object or tool meets criteria for success. Use counting and numbers to identify and describe patterns in the natural and designed worlds. Organize simple data sets to reveal patterns that suggest relationships. Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends. Create and/or revise a computational model or simulation of a phenomenon, designed device, process, or system.
scientists and engineers to predict the behavior of systems and test the validity of such predictions. Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs. Describe, measure, estimate, and/or graph quantities such as area, volume, weight, and time to address scientific and engineering questions and problems. Use mathematical representations to describe and/or support scientific conclusions and design solutions. Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations. Use quantitative data to compare two alternative solutions to a problem. Create and/or use graphs and/or charts generated from simple algorithms to compare alternative solutions to an engineering problem. Create algorithms (a series of ordered steps) to solve a problem. Apply mathematical concepts and/or processes (such as ratio, rate, percent, basic operations, and simple algebra) to scientific and engineering questions and problems. Use digital tools and/or mathematical concepts and arguments to test and compare proposed solutions to an engineering design problem. Apply techniques of algebra and functions to represent and solve scientific and engineering problems. Use simple limit cases to test mathematical expressions, computer programs, algorithms, or simulations of a process or system to see if a model “makes sense” by comparing the outcomes with what is known about the real world. Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, etc.). Science and Engineering Practices Pre-K–2 Condensed Practices 3–5 Condensed Practices 6–8 Condensed Practices 9–12 Condensed Practices 6. Constructing Explanations and Designing Solutions The end-products of Constructing explanations and designing solutions in pre-K–2 builds on prior experiences and progresses to the use of Constructing explanations and designing solutions in 3–5 builds on pre-K–2 experiences and progresses to the use of Constructing explanations and designing solutions in builds on pre-K–5 experiences and progresses to include constructing explanations and designing Constructing explanations and designing solutions in 9–12 builds on pre-K–8 experiences and progresses to explanations and designs that are supported by multiple and independent 8
science are explanations and the end-products of engineering are solutions. The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories. The goal of engineering design is to find a systematic solution to problems that is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technical feasibility, cost, safety, aesthetics, and compliance with legal requirements. The optimal choice depends on how well the proposed solutions meet criteria and constraints. evidence and ideas in constructing accounts of natural phenomena and designing solutions. evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. student-generated sources of evidence consistent with scientific ideas, principles, and theories. Use information from observations and from media) to construct an evidence-based account for natural phenomena. Construct an explanation of observed relationships (e.g., the distribution of plants in the backyard). Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena. Construct an explanation using models or representations. Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables. Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Apply scientific ideas, principles, and/or evidence to construct, revise, and/or use an explanation for phenomena, examples, or events. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. hand
Identify the evidence that supports particular points in an explanation. Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion. Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. Use tools and/or materials to design and/or build a device that solves a specific problem. Generate and/or compare multiple solutions to a problem. Apply scientific ideas to solve design problems. Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process, or system. Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints. Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and Design, evaluate, and/or refine a solution to a complex problem, based on scientific knowledge, sources of evidence, prioritized criteria, and tradeoff considerations. Science and Engineering Practices Pre-K–2 Condensed Practices 3–5 Condensed Practices 6–8 Condensed Practices 9–12 Condensed Practices 7. Engaging in Argument from Evidence Argumentation is the process by which conclusions and solutions are reached. Engaging in argument from evidence in pre-K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed worlds. Engaging in argument from evidence in 3–5 builds on pre-K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence Engaging in argument from evidence in 6–8 builds on pre-K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed worlds. Engaging in argument from evidence in 9–12 builds on pre-K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural
In science and engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the best solution to a design problem. Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods based on merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims. about the natural and designed worlds. and designed worlds. Arguments may also come from current scientific or historical episodes in science. Identify arguments that are supported by evidence. Distinguish between explanations that account for all gathered evidence and those that do not. Analyze why some evidence is relevant to a scientific question and some is not. Distinguish between opinions and evidence in one’s own explanations. Compare and refine arguments based on an evaluation of the evidence presented. Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different evidence and/or interpretations of facts. Compare and evaluate competing arguments or design solutions in light of currently accepted explanations, new evidence, limitations (e.g., trade-offs), constraints, and ethical issues. Evaluate the claims, evidence, and/or reasoning behind currently accepted explanations or solutions to determine the merits of arguments. Listen actively to arguments to indicate agreement or disagreement based on evidence, and/or to retell the main points of the argument. Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions. Respectfully provide and receive critiques about one’s explanations, procedures, models, and questions by citing relevant evidence and posing and responding to questions that elicit pertinent elaboration and detail. Respectfully provide and/or receive critiques on scientific arguments by probing reasoning and evidence and challenging ideas and conclusions, responding thoughtfully to diverse perspectives, and determining what additional information is required to resolve contradictions.
Construct an argument with evidence to support a claim. Construct and/or support an argument with evidence, data, and/or a model. Use data to evaluate claims about cause and effect. Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Construct, use, and/or present an oral and written argument or counterarguments based on data and evidence. Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence. Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. Make an oral or written argument that supports or refutes the advertised performance of a device, process, or system, based on empirical evidence concerning whether or not the technology meets relevant criteria and constraints. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and/or logical arguments regarding relevant factors (e.g., economic, societal, environmental, ethical considerations). Science and Engineering Practices Pre-K–2 Condensed Practices 3–5 Condensed Practices 6–8 Condensed Practices 9–12 Condensed Practices
ESS2.C The roles of water in Earth’s surface processes Water is found in many types of places and in different forms on Earth. Most of Earth’s water is in the ocean and much of the Earth’s fresh water is in glaciers or underground. Water cycles among land, ocean, and atmosphere, and is propelled by sunlight and gravity. The planet’s dynamics are greatly influenced by water’s unique chemical and physical properties. ESS2.D Weather and climate Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region and time. People record weather patterns over time. Climate describes patterns of typical weather conditions over different scales and variations. Historical weather patterns can be analyzed. Complex interactions determine local weather patterns and influence climate, including the role of the ocean. Human activities affect global warming. The role of radiation from the Sun and its interactions with the atmosphere, ocean, and land are the foundation for the global climate system. ESS3.A Natural resources Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. Energy and fuels humans use are derived from natural sources and their use affects the environment. Some resources are renewable over time; others are not. Resources are distributed unevenly around the planet as a result of past geologic processes. Resource availability has guided the development of human society and use of natural resources has associated costs, risks, and benefits, including to global climate. ESS3.B Natural hazards In a region, some kinds of severe weather are more likely than others. Forecasts allow communities to prepare for severe weather. A variety of hazards result from natural processes; humans cannot eliminate hazards but can reduce their impacts. Mapping the history of natural hazards in a region helps explain related geological forces. N/A ESS3.C Human impacts on Earth systems Things people do can affect the environment but they can make choices to reduce their impacts. Societal activities can help protect Earth’s resources and environments. Human activities have altered the biosphere, sometimes damaging it, although changes to environments can have different impacts for different living things. Activities and technologies can be engineered to reduce people’s impacts on Earth. Sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. Life Science Progression INCREASINGLY SOPHISTICATED SCIENCE Pre-K–2 3–5 6–8 9–10
LS2.B Cycles of matter and energy transfer in ecosystems [Content found in LS1.C, LS2.A, and ESS3.A] Matter cycles between the air, water, and soil and among organisms as they live and die. The matter that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. Food webs model the transfer of energy as well as matter among producers, consumers, and decomposers within an ecosystem. The Sun provides the energy for most ecosystems on Earth. Photosynthesis captures energy in sunlight and stores it in chemical bonds of matter. Most organisms rely on cellular respiration to release energy in these bonds to power life processes. About 90% of available energy is lost from one trophic level to the next, resulting in fewer organisms at higher levels. At each link in an ecosystem, elements are combined in different ways and matter and energy are conserved. Photosynthesis, cellular respiration and decomposition are key components of the global carbon cycle.
PS1.B Chemical reactions Heating and cooling substances cause changes that are sometimes reversible and sometimes not. Chemical reactions that occur when some substances are mixed can be identified by the emergence of substances with different properties; the total mass remains the same. Some mixtures of substances can be separated into component substances. Reacting substances rearrange to form different molecules with different properties, but the number of atoms is conserved. Some reactions release energy and others absorb energy depending on the type and concentration of reactants. N/A Chemical processes and reaction rates are understood in terms of collisions of molecules, rearrangement of atoms, and changes in energy as determined by properties of elements involved. Knowledge of conservation of atoms with chemical properties and electrical charges can be used to describe and predict chemical reactions. Main types of reactions include transfer of electrons (redox) or hydronium ions (acids/bases). Changes in pressure, concentration, or temperature affect the balance between forward and backward reaction rates (equilibrium). Ionic and covalent bonds can be predicted based on the types of attractive forces between particles. PS2.A Forces and motion Pushes and pulls can have different strengths and directions, and can change the speed or direction of an object’s motion or start or stop it. Bigger pushes and pulls cause bigger changes in an object’s motion. The effect of unbalanced forces on an object results in a change of motion. Some forces act through contact; some forces act even when the objects are not in contact. The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. The role of the mass of an object must be qualitatively accounted for in any change of motion due to the application of a force. Newton’s second law (F = ma) and the conservation of momentum can be used to predict changes in the motion of macroscopic objects. N/A PS2.B Types of interactions Forces that act at a distance involve fields that can be mapped by their relative strength and effect on an object. Solutes can change the properties of solvents by creating charged particles. Forces at a distance are explained by fields that can transfer energy and can be described in terms of the arrangement and properties of interacting objects and the distance between them. These forces can be used to Electrical forces between electrons and the nucleus of atoms explain chemical patterns. Intermolecular forces determine atomic composition, molecular geometry and polarity, and, therefore, structure and properties of substances. The
describe the relationship between electrical and magnetic fields. theory describes the behavior of gas in a system. PS3.A and 3.B Definition and conservation of energy and energy transfer [Content found in PS3.D] Moving objects contain energy. The faster the object moves, the more energy it has. Energy can be moved from place to place by moving objects, or through sound, light, or electrical currents. Energy can be converted from one form to another form. Kinetic energy can be distinguished from the various forms of potential energy. Energy changes to and from each type can be tracked through physical or chemical interactions. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter. The total energy within a physical system is conserved. Energy transfer within and between systems can be described and predicted in terms of energy associated with the motion or configuration of particles (objects). In a closed chemical system, the transfer of energy involves enthalpy change and entropy change, though the total energy is conserved. Chemical reactions move toward overall stability, toward a more uniform energy distribution and more stable molecular and network structures. PS3.C Relationship between energy and forces [Content found in PS2.B] When objects collide, contact forces transfer energy so as to change the objects’ motions. When two objects interact in contact or at a distance, each one exerts a force on the other, and these forces can transfer energy between them. Fields contain energy that depends on the arrangement of the objects in the field. N/A PS3.D Energy in chemical processes and everyday life Sunlight warms Earth’s surface. Friction warms objects that rub against each other. Energy can be “produced” or “used” by converting stored energy. Plants capture energy from sunlight, which can later be used as fuel or food. Sunlight is captured by plants and used in a reaction to produce sugar molecules, which can be reversed by burning those molecules to release energy. Photosynthesis is the primary biological means of capturing radiation from the Sun. N/A
PS4.A Wave properties Sound can make matter vibrate and vibrating matter can make sound. Waves are regular patterns of motion, which can be made in water by disturbing the surface. Waves of the same type can differ in amplitude and wavelength. Waves can make objects move. A simple wave model has a repeating pattern with a specific wavelength, frequency, and amplitude, and mechanical waves need a medium through which they are transmitted. This model can explain many phenomena, including sound and light. The wavelength and frequency of a wave are related to one another by the speed of the wave, which depends on the type of wave and the medium through which it is passing. N/A PS4.B Electromagnetic radiation Some materials allow light to pass through, block light (creating shadows), or redirect light. Objects can be seen when light reflected from their surface enters our eyes. The construct of a wave is used to model how light interacts with objects. Both an electromagnetic wave model and a photon model explain features of electromagnetic radiation broadly and describe common applications of electromagnetic radiation, including communications and energy generation. N/A PS4.C Information technologies and instrumentation People use devices to send and receive information. Patterns can allow information to be encoded, sent, received, and decoded. Waves can be used to transmit digital information. Digitized information is composed of a pattern of “1s” (ones) and “0s” (zeros). N/A N/A Technology/Engineering Progression INCREASINGLY SOPHISTICATED SCIENCE Pre-K–2 3–5 6–8 9–10 ETS1.A Define design problems Situations that people want to change can be solved through engineering. A possible solution to a simple problem must meet specified criteria and constraints. The precision of criteria and constraints is important to an effective solution, as are considerations that are likely to limit possible solutions. A broad range of considerations, criteria, and constraints must be considered for problems of social and global significance. ETS1.B Develop Solutions can be conveyed through Solutions need to be researched and compared. Parts of different solutions can be combined to create new solutions. Major problems need to be broken into smaller problems that can be solved
Understandings about the Nature of Science (Practices) Categories Pre-K–2 3–5 Middle School High School Scientific Investigations Use a Variety of Methods Science investigations begin with a question. Scientists use different ways to study the world. Science methods are determined by questions. Science investigations use a variety of methods, tools, and techniques. Science investigations use a variety of methods and tools to make measurements and observations. Science investigations are guided by a set of values to ensure accuracy of measurements, observations, and objectivity of findings. Science depends on evaluating proposed explanations. Scientific values function as criteria in distinguishing between science and non-science. Science investigations use diverse methods and do not always use the same set of procedures to obtain data. New technologies advance scientific knowledge. Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. The discourse practices of science are organized around disciplinary domains that share exemplars for making decisions regarding the values, instruments, methods, models, and evidence to adopt and use. Scientific investigations use a variety of methods, tools, and techniques to revise and produce new knowledge. Scientific Knowledge Is Based on Empirical Evidence Scientists look for patterns and order when making observations about the world. Science findings are based on recognizing patterns. Scientists use tools and technologies to make accurate measurements and observations. Science knowledge is based upon logical and conceptual connections between evidence and explanations. Science disciplines share common rules of obtaining and evaluating empirical evidence. Science knowledge is based on empirical evidence. Science disciplines share common rules of evidence used to evaluate explanations about natural systems. Science includes the process of coordinating patterns of evidence with current theory. Science arguments are strengthened by multiple lines of evidence supporting a single explanation. Scientific Knowledge Is Open to Revision in Light of New Evidence Science knowledge can change when new information is found. Science explanations can change based on new evidence. Scientific explanations are subject to revision and improvement in light of new evidence. The certainty and durability of science findings varies. Science findings are frequently revised and/or reinterpreted based on new evidence. Scientific explanations can be probabilistic. Most scientific knowledge is quite durable but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence. Scientific argumentation is a mode of logical discourse used to clarify the strength of relationships between ideas and evidence that may result in revision of an explanation.