EARTH’S PLACE IN THE UNIVERSE Performance Expectation Communicate scientific ideas about the way stars, over their life cycle, produce elements. Clarification Statement Emphasis is on the way nucleosynthesis, and therefore the different elements created, depends on the mass of a star and the of its lifetime. Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information: Obtaining, evaluating and communicating information in 9-12 builds on K-8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically). THE UNIVERSE AND ITS STARS The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. (HS.ESS1A.b) Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. (HS.ESS1A.d) ENERGY IN CHEMICAL PROCESSES AND EVERYDAY LIFE Nuclear fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation. (HS.PS3D.c) ENERGY AND MATTER In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. Diocese of Rouge Earth Science Standards July, 2017 Page 4
EARTH’S PLACE IN THE UNIVERSE Performance Expectation Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. Clarification Statement Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as other celestial bodies (e.g. graphical representations of orbits). Science & Engineering Practices Disciplinary Core Crosscutting Concepts Asking questions and defining problems Developing and models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking: Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions (e.g. trigonometric, exponential and logarithmic) 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. Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations. Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information AND THE SOLAR SYSTEM Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. (HS.ESS1B.a) SCALE, PROPORTIONS AND QUANTITY Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). Diocese of Baton Rouge Earth Science Standards July, 2017 Page 7