Grade 3 Science Next Gen Standards

Crosscutting Concepts

Influence of Science, Engineering, and Technology on Society and the Natural World

People’s needs and wants change over time, as do their demands for new and improved technologies. (3-5-ETS1-1)

Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS1-2)

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)

ETS1.B: Developing Possible Solutions

Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)

At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)

Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)

ETS1.C: Optimizing the Design Solution

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)

Science and Engineering Practices

Asking Questions and Defining Problems

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. (3-5- ETS1-1)

Planning and Carrying Out Investigations

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. (3-5-ETS1-3)

Constructing Explanations and Designing Solutions

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1- 2)

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Performance Expectations

3-5. Engineering Design

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Obtain and combine information to describe climates in different regions of the world.

Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Construct an argument that some animals form groups that help members survive.

Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

Use evidence to support the explanation that traits can be influenced by the environment.

Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

Define a simple design problem that can be solved by applying scientific ideas about magnets.

Interdependent Relationships in Ecosystems

Inheritance and Variation of Traits: Life Cycles and Traits

Forces and Interactions

Engineering Design

Weather and Climate

Computational Thinking

Create a model of an object or computational process in order to identify patterns and essential elements of the object or process.

Develop and document a plan that outlines specific steps taken to complete a project.

Identify and describe data collection tools from everyday life.

Present the same data in multiple visual formats in order to tell a story about the data.

Identify multiple ways that the same problem could be decomposed into smaller steps

Identify the essential details needed to perform a general task in different settings or situations.

Create two or more algorithms for the same task.

Name/label key pieces of information in a set of instructions, noting whether each name/label refers to a fixed or changing value.

Identify steps within a task that should only be carried out under certain precise conditions.

Identify and debug errors within an algorithm or program that includes sequencing or repetition.

Cybersecurity

Compare reasons why an individual should keep information private or make information public.

Compare and contrast behaviors that do and do not keep information secure.

Identify why someone might choose to share an account, app access, or devices.

Encode and decode a short message or phrase.

Identify unusual activity of applications and devices that should be reported to a responsible adult.

Digital Literacy

Locate and use the main keys on a keyboard to enter text independently.

Communicate and work with others using digital tools to share knowledge and convey ideas.

Conduct basic searches based on student identified keywords.

Use a variety of digital tools and resources to create digital artifacts.

* Standard begins in Grade Band 4-6.

Describe ways that information may be shared online.

Understand what it means to be part of a digital community and describe ways to keep it a safe, respectful space.

Impact of Computing

Identify and analyze how computing technology has changed the way people live and work.

Compare and explain rules related to computing technologies and digital information.

Discuss and explain how computing technology can be used in society and the world.

Identify public and private digital spaces.

Identify and discuss how computers are programmed to make decisions without direct human input for daily life.

Identify and discuss factors that make a computing device or software application easier or more difficult to use.

Identify a diverse range of roles and skills in computer science.

Networks & System Design

Describe and demonstrate several ways a computer program can receive data and instructions (input) and can present results (output).

Explain the function of software in computing systems, using descriptive/precise language.

Describe and attempt troubleshooting steps to solve a simple technology problem.

Recognize that information can be communicated using different representations that satisfy different rules.

Describe and navigate to various locations where digital information can be stored.

Algorithms And Programming

Accessibility

Career Paths

Digital Citizenship

Networks and the Internet

Abstraction and Decomposition

Modeling and Simulation

Society

Safeguards

Ethics

Digital Use

Hardware and Software

Risks

Response

Data Analysis and Visualization

practice and support others in making healthy choices.

understand the effects of activity on the body, the risks associated with inactivity, and the basic components of health-related fitness (cardiovascular, muscle strength, muscle endurance, flexibility, and body composition)

recognize how a family contributes to personal health.

recognize how the media influences health choices.

understand how behaviors such as food selection, exercise, and rest affect growth and development

come to know and practice appropriate participant and spectator behaviors to produce a safe and positive environment

understand how culture contributes to individual family and community beliefs and practices affecting health

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition.

identify characteristics of valid health information and health-promoting products and services and know where to locate them

understand the importance of nutritious food and how it contributes to good health, make simple nutritious food choices, and assist with basic food preparation

know how injuries from physical activity can be prevented or treated

use simple household tools safely to perform a variety of everyday tasks

Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources.

Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

recognize influences which affect health choices and behaviors

know about some diseases and disorders and how they are prevented and treated

Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them.

know the different jobs in their communities and the contributions made by individuals performing those jobs.

develop physical fitness skills through regular practice, effort, and perseverance

Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.

Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

Students will understand the influence of culture, media, and technology in making decisions about personal and community health issues. They will know about and use valid health information, products, and services. Students will advocate for healthy families and communities.

understand some basic requirements of nurturing people of various ages, and demonstrate appropriate ways to interact with them

know some personal and social skills which contribute to individual safety

demonstrate care, consideration, and respect of self and others during physical activity.

Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others.

understand the relationship between physical activity and individual well being.

understand the kinds of resources available in their community and make informed decisions related to their own use

Students will understand and be able to manage their personal and community resources.

Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.

work constructively with others to accomplish a variety of goals and tasks

possess basic knowledge and skills which support positive health choices and behaviors

demonstrate the ability to apply the decision making process to physical activity.

demonstrate and assess their fitness by performing exercises or activities related to each health-related fitness component, and establish personal goals to improve their fitness

participate in physical activities (games, sports, exercises) that provide conditioning for each fitness area

understand basic safety rules

demonstrate mastery of fundamental motor, nonlocomotor, and manipulative skills, and understand fundamental principles of movement

recognize characteristics of the environment that contribute to health.

know some conditions necessary for a safe and healthy home and school environment and recognize the various ways individuals contribute to that environment.

become discriminating consumers of fitness information, health-related fitness activities in their communities, and fitness and sports equipment

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

know how basic body systems work and interrelate in normal patterns of growth and development

recognize potentially dangerous situations and know how to avoid or reduce their risk

contribute to a safe and healthy environment by observing safe conditions for games, recreation, and outdoor activities

understand how people acquire, use, and protect money and recognize some factors that influence spending

know that resources available at home and in the community offer opportunities to participate in and enjoy a variety of physical activities in their leisure time

know how to access help when illness, injury, or emergency situations occur

Crosscutting Concepts

Influence of Science, Engineering, and Technology on Society and the Natural World

People’s needs and wants change over time, as do their demands for new and improved technologies. (3-5-ETS1-1)

Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS1-2)

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)

ETS1.B: Developing Possible Solutions

Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)

At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)

Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)

ETS1.C: Optimizing the Design Solution

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)

Science and Engineering Practices

Asking Questions and Defining Problems

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. (3-5- ETS1-1)

Planning and Carrying Out Investigations

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. (3-5-ETS1-3)

Constructing Explanations and Designing Solutions

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1- 2)

3-5. Engineering Design

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Performance Expectations

3. Weather and Climate

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Obtain and combine information to describe climates in different regions of the world.

Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.

Performance Expectations

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Crosscutting Concepts

Patterns

Patterns of change can be used to make predictions. (3-PS2-2)

Cause and Effect

Cause and effect relationships are routinely identified. (3- PS2-1)

Cause and effect relationships are routinely identified, tested, and used to explain change. (3-PS2-3)

Interdependence of Science, Engineering, and Technology

Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed through the engineering design process. (3- PS2-4)

Disciplinary Core Ideas

PS2.A: Forces and Motion

Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) (3- PS2-1)

The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2)

PS2.B: Types of Interactions

Objects in contact exert forces on each other. (3-PS2-1)

Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. (3-PS2-3),(3-PS2-4)

Science and Engineering Practices

Asking Questions and Defining Problems

Ask questions that can be investigated based on patterns such as cause and effect relationships. (3- PS2-3)

Define a simple problem that can be solved through the development of a new or improved object or tool. (3- PS2-4)

Planning and Carrying Out Investigations

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. (3-PS2-1)

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. (3-PS2-2)

Science Knowledge is Based on Empirical Evidence

Science findings are based on recognizing patterns. (3- PS2-2)

Scientific Investigations Use a Variety of Methods

Science investigations use a variety of methods, tools, and techniques. (3-PS2-1)

Crosscutting Concepts

Cause and Effect

Cause and effect relationships are routinely identified and used to explain change. (3-LS2-1),(3-LS4-3)

Scale, Proportion, and Quantity

Observable phenomena exist from very short to very long time periods. (3-LS4-1)

Systems and System Models

A system can be described in terms of its components and their interactions. (3-LS4-4)

Interdependence of Science, Engineering, and Technology

Knowledge of relevant scientific concepts and research findings is important in engineering. (3-LS4-4)

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes consistent patterns in natural systems. (3- LS4-1)

Disciplinary Core Ideas

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)

LS2.D: Social Interactions and Group Behavior

(NYSED) Being part of a group helps some animals obtain food, defend themselves, and survive. Groups may serve different functions and vary dramatically in size. (Note: Moved from K–2) (3-LS2-1)

LS4.A: Evidence of Common Ancestry and Diversity

Some kinds of plants and animals that once lived on Earth are no longer found anywhere. (Note: Moved from K–2) (3-LS4-1)

Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments. (3- LS4-1)

LS4.C: Adaptation

For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3

LS4.D: Biodiversity and Humans

Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)

Science and Engineering Practices

Analyzing and Interpreting Data

Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS4-1)

Engaging in Argument from Evidence

Construct an argument with evidence, data, and/or a model. (3-LS2-1)

Construct an argument with evidence. (3-LS4-3)

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. (3-LS4-4)

Crosscutting Concepts

Patterns

Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1)

Patterns of change can be used to make predictions. (3- LS1-1)

Cause and Effect

Cause and effect relationships are routinely identified and used to explain change. (3-LS3- 2),(3-LS4-2)

Disciplinary Core Ideas

LS1.B: Growth and Development of Organisms

Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS1-1)

LS3.A: Inheritance of Traits

Many characteristics of organisms are inherited from their parents. (3-LS3-1)

Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. (3-LS3-2)

LS3.B: Variation of Traits

Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1)

The environment also affects the traits that an organism develops. (3-LS3-2)

LS4.B: Natural Selection

Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. (3-LS4-2)

Science and Engineering Practices

Developing and Using Models

Develop models to describe phenomena. (3-LS1-1)

Analyzing and Interpreting Data

Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1)

Constructing Explanations and Designing Solutions

Use evidence (e.g., observations, patterns) to support an explanation. (3-LS3-2)

Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2)

Scientific Knowledge is Based on Empirical Evidence

Science findings are based on recognizing patterns. (3-LS1-1)

3. Inheritance and Variation of Traits: Life Cycles and Traits

Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Performance Expectations

3. Interdependent Relationships in Ecosystems

Construct an argument that some animals form groups that help members survive.

Performance Expectations

Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

Use evidence to support the explanation that traits can be influenced by the environment.

Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

3. Forces and Interactions

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Performance Expectations

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other

Define a simple design problem that can be solved by applying scientific ideas about magnets.

Crosscutting Concepts

Patterns

Patterns of change can be used to make predictions. (3-ESS2-1),(3-ESS2- 2)

Cause and Effect

Cause and effect relationships are routinely identified, tested, and used to explain change. (3-ESS2-3),(3-ESS3-1)

Influence of Engineering, Technology, and Science on Society and the Natural World

(NYSED) Engineers improve existing technologies or develop new ones to increase their benefits (e.g., improved Doppler radar), decrease known risks (e.g., severe weather alerts), and meet societal demands (e.g., cell phone applications). (3-ESS3-1)

Science is a Human Endeavor

Science affects everyday life. (3-ESS3-1)

Disciplinary Core Ideas

ESS2.D: Weather and Climate

Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)

Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. (3-ESS2-2)

(NYSED) Earth’s processes continuously cycle water, contributing to weather and climate. (3-ESS2-3)

ESS3.B: Natural Hazards

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (3-ESS3-1) (Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2)

Science and Engineering Practices

Planning and Carrying Out Investigations

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. (3-ESS2-3)

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. (3-ESS2-3)

Analyzing and Interpreting Data

Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. (3-ESS2-1)

Engaging in Argument from 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. (3-ESS3-1)

Obtaining, Evaluating, and Communicating Information

Obtain and combine information from books and other reliable media to explain phenomena. (3-ESS2-2)

NY Grade 3 Science Learning Standards

(NYSED) Some characteristics result from the interactions of both inheritance and the effect of the environment. (3-LS3-2)

Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, or motion of distant galaxies, and/or the composition of matter in the universe (Cosmic Microwave Background Radiation (CMBR)).

Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants.

Given a complex real-world problem, identify one smaller more manageable problem and describe a solution to that problem that can be solved through engineering.

Identify a solution to a complex real-world problem based on prioritized criteria and/or trade-offs (positives and negatives) for a range of constraints, such as cost, safety, reliability, and aesthetics, as well as possible social, cultural or environmental impacts.

Given data (from a computer simulation) describe the impact of proposed solutions to a complex real world problem with limited criteria and constraints on interactions within and/or between systems relevant to the problem.

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.

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.

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.

Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*

Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.

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.

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.

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 (objects) and energy associated with the relative position of particles (objects).

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*

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 (second law of thermodynamics).

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.

Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.

se mathematical representations to support a claim regarding relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in various media.

Evaluate questions about the advantages of using a digital transmission and storage of information.

Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model (quantum theory), and that for some situations one model is more useful than the other.

Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

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.*

Use mathematical models to determine relationships among the size and location of images, size and location of objects, and focal lengths of lenses and mirrors.

HS. Structure & Properties of Matter

Engineering Design

HS. Waves & Electromagnetic Radiation

HS. Energy

HS. Forces & Interactions

Earth & Space Science: Space Systems

Identify the impact of a given solution to a complex real-world problem.

Identify a solution, from those provided, to a complex real world problem based on given criteria and/or constraints.

Identify the solution, from those provided, that addresses a smaller, more manageable real-world problem.

Given a major global challenge, identify the criteria or constraint for the given solution that best accounts for societal needs or wants.

Given spectral data (e.g. absorption or emission spectra), identify the data that provides evidence of the presence of an element in a sample of matter, or identify an element in a sample of matter by interpreting spectral data, or identify spectral data that provides evidence of motion relative to Earth (away from or towards) for a distant star or galaxy.

Use mathematical models, patterns, or given ray diagrams to determine the relative size, and/or location of the image and/or focal length for a lens or mirror, or given HS-PS4-6 and focal lengths for lenses and mirrors. objects, and focal lengths of lenses and mirrors. length. information or ray diagrams, identify the type of lens or mirror and the type of image formed.

Given information about a technological device, identify a principle of wave behavior and/or wave interactions with matter that is used to transmit and/or capture information and/or energy.

Identify the claim from those provided that describes an effect that electromagnetic radiation of a given frequency or range of frequencies and/or wavelengths has when absorbed by matter.

Identify a phenomenon from those given that is best described by the wave and/or particle model of electromagnetic radiation.

Identify given transmission data or storage data as being either analog or digital.

Draw a model of a wave with given characteristics or identify the characteristics of a given wave traveling and transferring energy in a medium (period, frequency, wavelength, amplitude, speed, and/or type), or identify the change in characteristics of a wave as the wave hits a boundary.

Given a description and/or schematic diagram of a circuit, identify the direction of the conventional current in the circuit, or given a description and/or data of a circuit, identify the corresponding schematic diagram for the circuit, or given a description of, schematic diagram of, and/or data for a series or parallel circuit, use evidence to support the identification of the circuit, or given a schematic diagram, description of information about, and/or data for a simple circuit, determine the potential difference, current, resistance, power, or energy of the circuit.

Given a model or information about two objects interacting through an electric field, use a cause and effect relationship to qualitatively identify how changes to the charges or position of these charged objects change the energy of the system due to the interaction, or given a model or information about two objects interacting through an electric field, use a mathematical representation to describe the change in electric potential energy when the position of the object in the electric field changes, or given a model or information about a magnet, draw the magnetic field or identify the relative strength and/or direction of the magnetic field around the magnet.

Given information involving two components of different temperatures combined within a closed system, relate the energy transferred to the temperature change, mass, or specific heat for one of the components in the system, or given information involving the change in energy of an object, determine the energy change, temperature change, mass, or specific heat of the object.

Given a device or model of a device that converts one form of energy into another form of energy, identify the design variables and/or the energy transformations.

Given a model and/or information, identify the form(s) of energy associated with motion of and/or relative position of particles (objects).

Given a model or information for a macroscopic object, calculate the kinetic energy, change in gravitational potential energy, spring potential energy, work, or power associated with a macroscopic object.

Identify the cause and effect relationship between an electric current and a magnetic field in a system.

Given data, information, or a model, draw or identify the direction, with or without the magnitude, of the gravitational force(s) or field, or electrostatic force(s) or field, or determine the magnitude of the gravitational force(s) or field, or electrostatic force(s) or field.

Identify a device from those provided that reduces the force on a macroscopic object during an interaction, or identify an explanation from those provided for how a given device reduces the force on a macroscopic object

Given data and/or a model, use a mathematical representation for momentum to identify the mass, or the momentum (with or without direction), or the velocity/speed of an object.

Identify the data or information that supports the claim that Newton’s Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and/or its acceleration, or identify the data or information that supports a prediction or explanation of a macroscopic object’s motion for an object acted upon by balanced or unbalanced force(s).

Given a model or data, identify, from the choices provided, evidence to support that energy is released during a nuclear process.

Given data (from a computer simulation) identify the impact of a proposed solution to a complex real world problem, or the impact on an interaction within or between two systems relevant to the problem.

Describe a solution to a complex real world problem based on given criteria and constraints.

Given a complex real-world problem that has been broken down into smaller, more manageable problems, identify a solution to one smaller problem that can be solved through engineering.

Given a major global challenge, describe the qualitative or quantitative criteria or constraint for the given solution that best accounts for societal needs or wants.

Compare spectral data obtained from astronomical evidence to determine the presence of elements that make up distant stars and galaxies, or compare spectral data obtained from astronomical evidence to determine the motion relative to Earth (away from or towards) for distant stars and/or galaxies.

Use mathematical models or given ray diagrams to identify the patterns in the change in size and/or location of an image for an object at two or more positions for a lens or mirror with a given focal length.

Given information about a technological device, support or refute a claim that explains a principle of wave behavior and/or wave interactions with matter that is used to transmit and/or capture information and/or energy.

Given a claim, identify the evidence to support the claim about an effect electromagnetic radiation of a given frequency or range of frequencies and/or wavelengths has when absorbed by matter.

Given information about a phenomenon, identify the evidence that supports a claim about the model which best describes the phenomenon.

List the advantages or disadvantages of using a digital transmission and/or storage of information.

Use words, diagrams, and/or graphs to represent the mathematical relationships among the period, frequency, wavelength, and/or speed of waves in a medium, or use mathematical relationships to determine the direction of a wave as the wave hits a boundary (reflection and/or refraction), or given data, model(s), and/or a mathematical representation, compare the phase of points at positions on the wave or the relative amount of energy transferred due to amplitude or frequency, or determine the amount of energy transferred due to the frequency of electromagnetic radiation (photon).

Given a schematic diagram, description of, and/or data for a circuit (simple, series, or parallel), identify a pattern among the potential difference, current, resistance, power, or energy of the circuit or an individual circuit component, or apply a pattern to determine the potential difference, current, resistance, power, or energy of the circuit or an individual circuit component.

Given a model or information about two objects interacting through an electric field, use a mathematical representation to determine the charge on an object or the potential difference when the position of the object in the electric field changes, or given a model or information about two objects interacting through magnetic fields, draw the magnetic force or magnetic field, or identify the relative strength and/or direction of the magnetic force or magnetic field.

Given data from an investigation or information involving two components of different temperatures combined within a closed system, use mathematical representations to determine the mass, specific heat for one component in the system, or the change in temperature of one component in the system.

Given a device or a model of a device that converts one form of energy into another form of energy, evaluate the energy output and the energy input or propose a refinement to improve efficiency, or given two or more devices or models of devices that convert one form of energy to another form of energy, evaluate the energy output for the same energy input.

Given a model and/or information, predict energy transfers associated with the motion and relative position of particles (objects).

Given a model or information (e.g., kinetic energy, change in potential energy, work, or power) for a macroscopic object, calculate a physical quantity (e.g., mass, speed, change in height, spring constant, etc.) associated with that form of energy for the macroscopic object.

Given experimental data or information, identify the evidence that supports the claim that an electric current can produce a magnetic field or that a changing magnetic field can produce an electric current.

Given data and/or model(s), describe how factor(s) affect the gravitational or electrostatic force(s) acting on two objects, or describe how factor(s) affect the gravitational or electrostatic field between two objects.

Use an algebraic representation to describe how a given device affects the force, time, change in momentum, and/or change in velocity of a macroscopic object during an interaction.

Given data and/or a model, use a mathematical representation to determine the total momentum, with or without direction, of a system of objects before or after an interaction when there is no net force on the system.

Analyze and/or interpret data for an object acted upon by balanced forces by applying the mathematical relationships described in Newton’s Laws of Motion to quantify the force(s) acting on a macroscopic object, or determine the net force acting on the object, the mass, or acceleration of the object, or analyze and/or interpret data for an object acted upon by balanced forces using mathematical representations (kinematics) to determine quantities describing motion (with or without direction) including the acceleration, velocity, displacement of a macroscopic object, or time that the balanced forces act on a macroscopic object.

Given a model or data, explain why energy is released during a nuclear process, or given a model or data, relate the difference in nuclear mass to the energy released (binding energy) in a nuclear process.

Given data (from a computer simulation) describe the impact of proposed solutions to a complex real world problem with limited criteria and constraints on interactions within and/or between systems relevant to the problem.

Identify a solution to a complex real-world problem based on prioritized criteria and/or trade-offs (positives and negatives) for a range of constraints, such as cost, safety, reliability, and aesthetics, as well as possible social, cultural or environmental impacts.

Given a complex real-world problem, identify one smaller more manageable problem and describe a solution to that problem that can be solved through engineering.

Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants.

Evaluate one or more explanations for the composition of matter in the universe based on astronomical evidence of light spectra, or using given spectral data from distant stars and/or galaxies, explain how Doppler shift provides evidence for relative motion away from or towards Earth.

Use mathematical models and/or ray diagrams to describe the patterns in the change in size and/or location of an image for an object at two or more positions for a lens or mirror with a given focal length.

Given information about a technological device, explain how the device uses a principle of wave behavior and/or wave interactions with matter to transmit and capture information and energy

Support or refute a given claim, using scientific and/or technical information, that describes the effect(s) that a frequency or range of frequencies and/or wavelengths of electromagnetic radiation have when absorbed by matter.

Given information, support or refute a claim regarding the use of the wave model or the particle model for electromagnetic radiation to describe a phenomenon.

Evaluate a question about an advantage and/or disadvantage of using a digital transmission and/or storage of information.

Given data, model(s), and/or a mathematical representation, determine the period, frequency, wavelength, or speed of a wave or electromagnetic radiation (photon) traveling and transferring energy in a medium, or use mathematical relationships and a ruler and protractor to construct the reflected and/or refracted ray(s) to show the direction of a wave as it hits a boundary, or determine the index of refraction.

Given a description, information, and/or data for an unspecified series or parallel circuit, draw the corresponding schematic diagram, or given a schematic diagram, description of, and/or data for a series or parallel circuit, use mathematical relationship(s) to describe the potential difference, current, resistance, power, and/or energy of the circuit or an individual circuit component, or given a schematic diagram, description of, and/or data for a series or parallel circuit, use mathematical relationship(s) to describe what happens to the potential difference, current, resistance, power, and/or energy of the circuit or an individual circuit component when change(s) are made to the circuit.

Complete a model of two objects interacting through electric or magnetic fields to show the changes in energy of the objects due to the interaction, or given a model of two objects interacting through an electric field, explain why or show how the energy stored in the electric field changes when the position of the object(s) changes, or given a model of an object(s) interacting through a magnetic field, explain why or show how the magnetic force, magnetic field, and/or energy stored in the magnetic field changes when the position of the object(s) changes.

Given data from an investigation involving the combination of two components of different temperatures within a closed system, explain how the data provides evidence to support that thermal energy is transferred between the objects in the system, which results in a more uniform energy distribution among the components in the system, or use mathematical thinking to determine or describe the amount of thermal energy transferred by each component within the system, or complete a plan for an investigation that would provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system, or given a plan, conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system.

Evaluate and/or refine a given device that converts one form of energy into another form of energy in order to meet given constraints, or given a device or a model of a device that converts one form of energy into another form of energy, calculate the device’s efficiency.

Revise or complete a model(s) to illustrate that energy at the macroscopic scale is a combination of energies associated with the motion of and relative position of particles (objects).

Given a model or information for a system, calculate the energy change for the system and/or a physical quantity associated with an energy transformation within the system.

Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field or that a changing magnetic field can produce an electric current, or given a plan, 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, or given a description of an investigation, evaluate if the investigation will provide evidence to support the claim that an electric current can produce a magnetic field or that a changing magnetic field can produce an electric current, or revise or complete a plan for an investigation that would provide evidence that an electric current can produce a magnetic field or that a changing magnetic field can produce an electric current.

Using mathematical representations of Newton’s Law of Gravitation or Coulomb’s Law, describe and/or predict the gravitational force(s) or field, or electrostatic force(s) or field associated with an object or a system of two objects, or describe and/or predict the magnitude of the factor(s) that result in the given forces or fields.

Apply scientific and engineering ideas to design a device that reduces the force on a macroscopic object during a collision and explain how this device reduces the force, or given the design of a device that minimizes the force on a macroscopic object, apply scientific and engineering ideas to describe how this device can be refined to reduce this force, or given data for a mechanism designed to minimize the force on a macroscopic object, evaluate the effectiveness of the mechanism based upon given constraints.

Given data and/or a model, use a mathematical representation for the conservation of momentum to determine the mass and/or velocity of an object before or after an interaction between two objects when there is no net force on the system.

Analyze and/or interpret data for an object acted upon by unbalanced force(s) by applying the mathematical relationships described in Newton’s Laws of Motion to determine the net force acting on the object, the mass, or the acceleration of the object, or analyze and/or interpret data for an object acted upon by unbalanced force(s) using mathematical representations (kinematics) to determine quantities describing motion (with or without direction) including the acceleration, velocity, displacement of a macroscopic object, or time that the unbalanced force(s) act(s) on a macroscopic object.

Complete a model that demonstrates the release of energy during fission, and/or fusion, and/or radioactive decay, or use model(s), data, and/or information to compare the scale of energy released during a nuclear process to other kinds of energy transformations.

Use a computer simulation to model the impact of proposed solutions to related complex real world problems with numerous criteria and constraints on interactions within and between systems relevant to the problem.

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. Explain how these solutions affect society and the environment.

For a complex real-world problem, design multiple solutions to sub-problems based on student generated data and/or scientific information from other sources. Describe the rationale, criteria, and constraints of each subproblem.

Evaluate two or more major global challenges to specify qualitative and quantitative criteria and constraints for solutions, which could include new technologies, that account for societal needs and wants.

Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and of the composition of matter in the universe.

Use mathematical models to determine relationships among the size and location of images, size and location of objects, and focal lengths of lenses and mirrors.

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.

Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model (quantum theory), and that for some situations one model is more useful than the other.

Evaluate questions about the advantages of using a digital transmission and storage of information.

Use mathematical representations to support a claim regarding relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in various media.

Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.

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.

Plan and conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

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 (objects) and energy associated with the relative position of particles (objects).

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.

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.

Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.

Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

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

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.

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.

Use a computer simulation to model the impact of proposed solutions to related complex real world problems with numerous criteria and constraints on interactions within and between systems relevant to the problem.

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. Explain how these solutions affect society and the environment.

For a complex real-world problem, design multiple solutions to sub-problems based on student generated data and/or scientific information from other sources. Describe the rationale, criteria, and constraints of each subproblem.

Evaluate two or more major global challenges to specify qualitative and quantitative criteria and constraints for solutions, which could include new technologies, that account for societal needs and wants.

Construct, evaluate, and revise an explanation to support the connection between electromagnetic radiation and the composition of matter in the universe, or construct, evaluate, and revise an explanation to support the connection between spectral data, Doppler shift, and motion relative to Earth (away from or towards) for distant stars and galaxies.

Use mathematical models, including ray diagrams, to determine relationships among the size and location of images, size and location of objects, and focal lengths for lenses and mirrors

Communicate technical information to evaluate the effectiveness and reliability of a technological device that uses principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

Gather and evaluate the validity and reliability of various scientific sources. Formulate a valid claim on the effects that different frequencies of electromagnetic radiation have when absorbed by matter, citing evidence from these sources.

Using multiple sources of evidence and scientific reasoning, construct and evaluate a claim that for some situations one model of electromagnetic radiation (wave or particle) is more useful than the other.

Evaluate questions about the advantages and disadvantages of using a digital transmission and storage of information using multiple sources of scientific and technical information.

Plan and conduct an investigation and use mathematical representations to evaluate claims regarding the relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy in various media.

Perform statistical analysis on multiple data sets in order to make and support a claim about Ohm’s Law and the mathematical relationship among the potential difference, current, and resistance of an electric circuit.

Develop and use multiple types of models of two or more 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.

Plan and conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system. Analyze and interpret the data to verify the second law of thermodynamics. Evaluate the limitations on the precision of the data and inherent uncertainties in the investigation.

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy, and explain how a similar device could be used to solve a real-world problem using student-generated sources of evidence.

Develop and use multiple models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects), and revise the models to reflect one or more changes in system parameters.

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, and apply the model to real-world data to evaluate the limitations of the model.

Plan and conduct an investigation to provide evidence that changes in specific physical quantities qualitatively affect the magnetic field produced by an electric current and the electric current produced by a changing magnetic field.

Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to compare the magnitudes and directions of the gravitational and electrostatic forces, and predict changes in those forces when more than one variable is changed.

Apply scientific and engineering ideas to design and build a device that minimizes the force on a macroscopic object during a collision and analyze the forces acting on the object during the collision, and use this analysis to refine the device to further minimize the force of impact during the collision.

Collect and analyze data and 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.

Plan and conduct an investigation to support a claim that describes the mathematical relationships among the net force on a macroscopic object, its mass, and its acceleration, and make predictions using the results of the investigation by applying Newton’s Laws of Motion.

Develop and use models to demonstrate the scale of energy released during nuclear processes including fission, fusion, and radioactive decay.