1 ) Investigate the resulting motion of objects when forces of different strengths and directions act upon them (e.g., object being pushed, object being pulled, two objects colliding).
2 ) Use observations and data from investigations to determine if a design solution (e.g., designing a ramp to increase the speed of an object in order to move a stationary object) solves the problem of using force to change the speed or direction of an object.*
3 ) Distinguish between living and nonliving things and verify what living things need to survive (e.g., animals needing food, water, and air; plants needing nutrients, water, sunlight, and air).
4 ) Gather evidence to support how plants and animals provide for their needs by altering their environment (e.g., tree roots breaking a sidewalk to provide space, red fox burrowing to create a den to raise young, humans growing gardens for food and building roads for transportation).
5 ) Construct a model of a natural habitat (e.g., terrarium, ant farm, diorama) conducive to meeting the needs of plants and animals native to Alabama.
7 ) Observe and describe the effects of sunlight on Earth's surface (e.g., heat from the sun causing evaporation of water or increased temperature of soil, rocks, sand, and water).
9 ) Observe, record, and share findings of local weather patterns over a period of time (e.g., increase in daily temperature from morning to afternoon, typical rain and storm patterns from season to season).
1 ) Conduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking).
2 ) Construct explanations from observations that objects can be seen only when light is available to illuminate them (e.g., moon being illuminated by the sun, colors and patterns in a kaleidoscope being illuminated when held toward a light).
3 ) Investigate materials to determine which types allow light to pass through (e.g., transparent materials such as clear plastic wrap), allow only partial light to pass through (e.g., translucent materials such as wax paper), block light (e.g., opaque materials such as construction paper), or reflect light (e.g., shiny materials such as aluminum foil).
4 ) Design and construct a device that uses light or sound to send a communication signal over a distance (e.g., using a flashlight and a piece of cardboard to simulate a signal lamp for sending a coded message to a classmate, using a paper cup and string to simulate a telephone for talking to a classmate).*
NAEP Framework
Alabama Alternate Achievement Standards
From Molecules to Organisms: Structures and Processes
5 ) Design a solution to a human problem by using materials to imitate how plants and/or animals use their external parts to help them survive, grow, and meet their needs (e.g., outerwear imitating animal furs for insulation, gear mimicking tree bark or shells for protection).*
6 ) Obtain information to provide evidence that parents and their offspring engage in patterns of behavior that help the offspring survive (e.g., crying of offspring indicating need for feeding, quacking or barking by parents indicating protection of young).
7 ) Make observations to identify the similarities and differences of offspring to their parents and to other members of the same species (e.g., flowers from the same kind of plant being the same shape, but differing in size; dog being same breed as parent, but differing in fur color or pattern).
8 ) Observe, describe, and predict patterns of the sun, moon, and stars as they appear in the sky (e.g., sun and moon appearing to rise in one part of the sky, move across the sky, and set; stars other than our sun being visible at night, but not during the day).
9 ) Observe seasonal patterns of sunrise and sunset to describe the relationship between the number of hours of daylight and the time of year (e.g., more hours of daylight during summer as compared to winter).
1 ) Conduct an investigation to describe and classify various substances
according to physical properties (e.g., milk being a liquid, not clear in color,
assuming shape of its container, mixing with water; mineral oil being a liquid,
clear in color, taking shape of its container, floating in water; a brick being
a solid, not clear in color, rough in texture, not taking the shape of its
container, sinking in water).
2 ) Collect and evaluate data to determine appropriate uses of materials based
on their properties (e.g., strength, flexibility, hardness, texture, absorbency).*
3 ) Demonstrate and explain how structures made from small pieces (e.g.,
linking cubes, blocks, building bricks, creative construction toys) can be
disassembled and then rearranged to make new and different structures.
4 ) Provide evidence that some changes in matter caused by heating or cooling
can be reversed (e.g., heating or freezing of water) and some changes are irreversible (e.g., baking a cake, boiling an egg).
6 ) Design and construct models to simulate how animals disperse seeds or
pollinate plants (e.g., animals brushing fur against seed pods and seeds falling off in other areas, birds and bees extracting nectar from flowers and transferring pollen from one plant to another).*
7 ) Obtain information from literature and other media to illustrate that there
are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).
8 ) Make observations from media to obtain information about Earth's events that happen over a short period of time (e.g., tornados, volcanic explosions, earthquakes) or over a time period longer than one can observe (e.g., erosion of rocks, melting of glaciers).
10 ) Collect and evaluate data to identify water found on Earth and determine
whether it is a solid or a liquid (e.g., glaciers as solid forms of water;
oceans, lakes, rivers, streams as liquid forms of water).
1 ) Plan and carry out an experiment to determine the effects of balanced and
unbalanced forces on the motion of an object using one variable at a time,
including number, size, direction, speed, position, friction, or air resistance
(e.g., balanced forces pushing from both sides on an object, such as a box,
producing no motion; unbalanced force on one side of an object, such as a ball,
producing motion), and communicate these findings graphically.
2 ) Investigate, measure, and communicate in a graphical format how an observed
pattern of motion (e.g., a child swinging in a swing, a ball rolling back and
forth in a bowl, two children teetering on a see-saw, a model vehicle rolling
down a ramp of varying heights, a pendulum swinging) can be used to predict the
future motion of an object.
3 ) Explore objects that can be manipulated in order to determine cause-and-effect relationships (e.g., distance between objects affecting strength of a force, orientation of magnets affecting direction of a magnetic force) of electric interactions between two objects not in contact with one another (e.g., force on hair from an electrically charged balloon, electrical forces between a charged rod and pieces of paper) or magnetic interactions between two objects not in contact with one another (e.g., force between two permanent magnets or between an electromagnet and steel paperclips, force exerted by one magnet versus the force exerted by two magnets).
4 ) Apply scientific ideas about magnets to solve a problem through an
engineering design project (e.g., constructing a latch to keep a door shut,
creating a device to keep two moving objects from touching each other such as a
maglev system).*
NAEP Framework
Alabama Alternate Achievement Standards
From Molecules to Organisms: Structures and Processes
5 ) Obtain and combine information to describe that organisms are classified as
living things, rather than nonliving things, based on their ability to obtain
and use resources, grow, reproduce, and maintain stable internal conditions
while living in a constantly changing external environment.
6 ) Create representations to explain the unique and diverse life cycles of
organisms other than humans (e.g., flowering plants, frogs, butterflies),
including commonalities such as birth, growth, reproduction, and death.
7 ) Examine data to provide evidence that plants and animals, excluding humans,
have traits inherited from parents and that variations of these traits exist in
groups of similar organisms (e.g., flower colors in pea plants, fur color and
pattern in animal offspring).
8 ) Engage in argument from evidence to justify that traits can be influenced
by the environment (e.g., stunted growth in normally tall plants due to insufficient water, change in an arctic fox's fur color due to light and/or temperature, stunted growth of a normally large animal due to malnourishment).
9 ) Analyze and interpret data from fossils (e.g., type, size, distribution) to
provide evidence of organisms and the environments in which they lived long ago
(e.g., marine fossils on dry land, tropical plant fossils in arctic areas,
fossils of extinct organisms in any environment).
10 ) Investigate how variations in characteristics among individuals of the
same species may provide advantages in surviving, finding mates, and reproducing
(e.g., plants having larger thorns being less likely to be eaten by predators,
animals having better camouflage coloration being more likely to survive and
bear offspring).
11 ) Construct an argument from evidence to explain the likelihood of an
organism's ability to survive when compared to the resources in a certain
habitat (e.g., freshwater organisms survive well, less well, or not at all in
saltwater; desert organisms survive well, less well, or not at all in
woodlands).
a. Construct explanations that forming groups helps some organisms survive.
b. Create models that illustrate how organisms and their habitats make up a
system in which the parts depend on each other.
c. Categorize resources in various habitats as basic materials (e.g.,
sunlight, air, freshwater, soil), produced materials (e.g., food, fuel, shelter), or as nonmaterial (e.g., safety, instinct, nature-learned behaviors).
12 ) Evaluate engineered solutions to a problem created by environmental
changes and any resulting impacts on the types and density of plant and animal
populations living in the environment (e.g., replanting of sea oats in coastal areas due to destruction by hurricanes, creating property development restrictions in vacation areas to reduce displacement and loss of native animal
populations).*
13 ) Display data graphically and in tables to describe typical weather
conditions expected during a particular season (e.g., average temperature,
precipitation, wind direction).
2 ) Plan and carry out investigations that explain transference of energy from
place to place by sound, light, heat, and electric currents.
a. Provide evidence that heat can be produced in many ways (e.g., rubbing
hands together, burning leaves) and can move from one object to another by conduction.
b. Demonstrate that different objects can absorb, reflect, and/or conduct
energy.
c. Demonstrate that electric circuits require a complete loop through which
an electric current can pass.
4 ) Design, construct, and test a device that changes energy from one form to
another (e.g., electric circuits converting electrical energy into motion,
light, or sound energy; a passive solar heater converting light energy into heat
energy).*
5 ) Compile information to describe how the use of energy derived from natural
renewable and nonrenewable resources affects the environment (e.g., constructing
dams to harness energy from water, a renewable resource, while causing a loss of
animal habitats; burning of fossil fuels, a nonrenewable resource, while causing
an increase in air pollution; installing solar panels to harness energy from the
sun, a renewable resource, while requiring specialized materials that
necessitate mining).
NAEP Framework
Alabama Alternate Achievement Standards
Waves and Their Applications in Technologies for Information Transfer
7 ) Develop and use models to show multiple solutions in which patterns are
used to transfer information (e.g., using a grid of 1s and 0s representing black
and white to send information about a picture, using drums to send coded
information through sound waves, using Morse code to send a message).*
9 ) Examine evidence to support an argument that the internal and external
structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem,
phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to
support survival, growth, behavior, and reproduction.
10 ) Obtain and communicate information explaining that humans have systems
that interact with one another for digestion, respiration, circulation,
excretion, movement, control, coordination, and protection from disease.
11 ) Investigate different ways animals receive information through the senses,
process that information, and respond to it in different ways (e.g., skunks
lifting tails and spraying an odor when threatened, dogs moving ears when
reacting to sound, snakes coiling or striking when sensing vibrations).
12 ) Construct explanations by citing evidence found in patterns of rock
formations and fossils in rock layers that Earth changes over time through both
slow and rapid processes (e.g., rock layers containing shell fossils appearing
above rock layers containing plant fossils and no shells indicating a change
from land to water over time, a canyon with different rock layers in the walls
and a river in the bottom indicating that over time a river cut through the
rock).
13 ) Plan and carry out investigations to examine properties of soils and soil
types (e.g., color, texture, capacity to retain water, ability to support growth
of plants).
14 ) Explore information to support the claim that landforms are the result of
a combination of constructive forces, including crustal deformation, volcanic
eruptions, and sediment deposition as well as a result of destructive forces,
including erosion and weathering.
15 ) Analyze and interpret data (e.g., angle of slope in downhill movement of
water, volume of water flow, cycles of freezing and thawing of water, cycles of
heating and cooling of water, speed of wind, relative rate of soil deposition,
amount of vegetation) to determine effects of weathering and rate of erosion by
water, ice, wind, and vegetation using one single form of weathering or erosion
at a time.
16 ) Describe patterns of Earth's features on land and in the ocean using data
from maps (e.g., topographic maps of Earth's land and ocean floor; maps of
locations of mountains, continental boundaries, volcanoes, and earthquakes).
17 ) Formulate and evaluate solutions to limit the effects of natural Earth
processes on humans (e.g., designing earthquake, tornado, or hurricane-resistant
buildings; improving monitoring of volcanic activity).*
1 ) Plan and carry out investigations (e.g., adding air to expand a basketball,
compressing air in a syringe, dissolving sugar in water, evaporating salt water)
to provide evidence that matter is made of particles too small to be seen.
2 ) Investigate matter to provide mathematical evidence, including graphs, to
show that regardless of the type of reaction (e.g., new substance forming due to
dissolving or mixing) or change (e.g., phase change) that occurs when heating,
cooling, or mixing substances, the total weight of the matter is conserved.
3 ) Examine matter through observations and measurements to identify materials
(e.g., powders, metals, minerals, liquids) based on their properties (e.g.,
color, hardness, reflectivity, electrical conductivity, thermal conductivity,
response to magnetic forces, solubility, density).
4 ) Investigate whether the mixing of two or more substances results in new
substances (e.g., mixing of baking soda and vinegar resulting in the formation
of a new substance, gas; mixing of sand and water resulting in no new substance
being formed).
5 ) Construct explanations from observations to determine how the density of an
object affects whether the object sinks or floats when placed in a liquid.
6 ) Construct an explanation from evidence to illustrate that the gravitational
force exerted by Earth on objects is directed downward towards the center of
Earth.
7 ) Design and conduct a test to modify the speed of a falling object due to
gravity (e.g., constructing a parachute to keep an attached object from
breaking).*
9 ) Construct an illustration to explain how plants use light energy to convert
carbon dioxide and water into a storable fuel, carbohydrates, and a waste
product, oxygen, during the process of photosynthesis.
10 ) Construct and interpret models (e.g., diagrams, flow charts) to explain
that energy in animals' food is used for body repair, growth, motion, and
maintenance of body warmth and was once energy from the sun.
13 ) Analyze data and represent with graphs to reveal patterns of daily changes
in length and direction of shadows, day and night, and the seasonal appearance
of some stars in the night sky (e.g., shadows and the position and motion of Earth with respect to the sun, visibility of select stars only in particular months).
14 ) Use a model to represent how any two systems, specifically the atmosphere,
biosphere, geosphere, and/or hydrosphere, interact and support life (e.g.,
influence of the ocean on ecosystems, landform shape, and climate; influence of
the atmosphere on landforms and ecosystems through weather and climate;
influence of mountain ranges on winds and clouds in the atmosphere).
15 ) Identify the distribution of freshwater and salt water on Earth (e.g.,
oceans, lakes, rivers, glaciers, ground water, polar ice caps) and construct a
graphical representation depicting the amounts and percentages found in
different reservoirs.
16 ) Collect and organize scientific ideas that individuals and communities can
use to protect Earth's natural resources and its environment (e.g., terracing
land to prevent soil erosion, utilizing no-till farming to improve soil
fertility, regulating emissions from factories and automobiles to reduce air
pollution, recycling to reduce overuse of landfill areas).
17 ) Design solutions, test, and revise a process for cleaning a polluted
environment (e.g., simulating an oil spill in the ocean or a flood in a city and
creating a solution for containment and/or cleanup).*
1 ) Create and manipulate models (e.g., physical, graphical, conceptual) to
explain the occurrences of day/night cycles, length of year, seasons, tides,
eclipses, and lunar phases based on patterns of the observed motions of
celestial bodies.
2 ) Construct models and use simulations (e.g., diagrams of the relationship between Earth and man-made satellites, rocket launch, International Space Station, elliptical orbits, black holes, life cycles of stars, orbital periods of objects within the solar system, astronomical units and light years) to explain the role of gravity in affecting the motions of celestial bodies bodies (e.g., planets,
moons, comets, asteroids, meteors) within galaxies and the solar system.
3 ) Develop and use models to determine scale properties of objects in the
solar system (e.g., scale model representing sizes and distances of the sun,
Earth, moon system based on a one-meter diameter sun).
4 ) Construct explanations from geologic evidence (e.g., change or extinction
of particular living organisms; field evidence or representations, including
models of geologic cross-sections; sedimentary layering) to identify patterns of
Earth's major historical events (e.g., formation of mountain chains and ocean
basins, significant volcanic eruptions, fossilization, folding, faulting,
igneous intrusion, erosion).
5 ) Use evidence to explain how different geologic processes shape Earth's
history over widely varying scales of space and time (e.g., chemical and
physical erosion; tectonic plate processes; volcanic eruptions; meteor impacts;
regional geographical features, including Alabama fault lines, Rickwood Caverns,
and Wetumpka Impact Crater).
7 ) Use models to construct explanations of the various biogeochemical cycles
of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives
these processes.
8 ) Plan and carry out investigations that demonstrate the chemical and physical processes that form rocks and cycle Earth's materials (e.g., processes of crystallization, heating and cooling, weathering, deformation, and sedimentation).
9 ) Use models to explain how the flow of Earth's internal energy drives a
cycling of matter between Earth's surface and deep interior causing plate
movements (e.g., mid-ocean ridges, ocean trenches, volcanoes, earthquakes,
mountains, rift valleys, volcanic islands).
10 ) Use research-based evidence to propose a scientific explanation regarding
how the distribution of Earth's resources such as minerals, fossil fuels, and
groundwater are the result of ongoing geoscience processes (e.g., past volcanic
and hydrothermal activity, burial of organic sediments, active weathering of
rock).
11 ) Develop and use models of Earth's interior composition to illustrate the
resulting magnetic field (e.g., magnetic poles) and to explain its measureable
effects (e.g., protection from cosmic radiation).
12 ) Integrate qualitative scientific and technical information (e.g., weather
maps; diagrams; other visualizations, including radar and computer simulations)
to support the claim that motions and complex interactions of air masses result
in changes in weather conditions.
a. Use various instruments (e.g., thermometers, barometers, anemometers,
wet bulbs) to monitor local weather and examine weather patterns to predict
various weather events, especially the impact of severe weather (e.g., fronts,
hurricanes, tornados, blizzards, ice storms, droughts).
13 ) Use models (e.g., diagrams, maps, globes, digital representations) to
explain how the rotation of Earth and unequal heating of its surface create
patterns of atmospheric and oceanic circulation that determine regional
climates.
a. Use experiments to investigate how energy from the sun is distributed between Earth's surface and its atmosphere by convection and radiation (e.g., warmer water in a pan rising as cooler water sinks, warming one's hands by a campfire).
14 ) Analyze and interpret data (e.g., tables, graphs, maps of global and
regional temperatures; atmospheric levels of gases such as carbon dioxide and
methane; rates of human activities) to describe how various human activities
(e.g., use of fossil fuels, creation of urban heat islands, agricultural
practices) and natural processes (e.g., solar radiation, greenhouse effect,
volcanic activity) may cause changes in local and global temperatures over time.
15 ) Analyze evidence (e.g., databases on human populations, rates of
consumption of food and other natural resources) to explain how changes in human
population, per capita consumption of natural resources, and other human
activities (e.g., land use, resource development, water and air pollution,
urbanization) affect Earth's systems.
16 ) Implement scientific principles to design processes for monitoring and minimizing human impact on the environment (e.g., water usage, including withdrawal of water from streams and aquifers or construction of dams and levees; land usage, including urban development, agriculture, or removal of wetlands; pollution of air, water, and land).*
NAEP Framework
Alabama Alternate Achievement Standards
From Molecules to Organisms: Structures and Processes
2 ) Gather and synthesize information to explain how prokaryotic and eukaryotic
cells differ in structure and function, including the methods of asexual and
sexual reproduction.
3 ) Construct an explanation of the function (e.g., mitochondria releasing
energy during cellular respiration) of specific cell structures (i.e., nucleus,
cell membrane, cell wall, ribosomes, mitochondria, chloroplasts, and vacuoles)
for maintaining a stable environment.
4 ) Construct models and representations of organ systems (e.g., circulatory,
digestive, respiratory, muscular, skeletal, nervous) to demonstrate how multiple
interacting organs and systems work together to accomplish specific functions.
5 ) Examine the cycling of matter between abiotic and biotic parts of
ecosystems to explain the flow of energy and the conservation of matter.
a. Obtain, evaluate, and communicate information about how food is broken
down through chemical reactions to create new molecules that support growth
and/or release energy as it moves through an organism.
b. Generate a scientific explanation based on evidence for the role of
photosynthesis and cellular respiration in the cycling of matter and flow of
energy into and out of organisms.
6 ) Analyze and interpret data to provide evidence regarding how resource
availability impacts individual organisms as well as populations of organisms
within an ecosystem.
7 ) Use empirical evidence from patterns and data to demonstrate how changes to
physical or biological components of an ecosystem (e.g., deforestation,
succession, drought, fire, disease, human activities, invasive species) can lead
to shifts in populations.
8 ) Construct an explanation to predict patterns of interactions in different
ecosystems in terms of the relationships between and among organisms (e.g.,
competition, predation, mutualism, commensalism, parasitism).
9 ) Engage in argument to defend the effectiveness of a design solution that
maintains biodiversity and ecosystem services (e.g., using scientific, economic,
and social considerations regarding purifying water, recycling nutrients,
preventing soil erosion).
10 ) Use evidence and scientific reasoning to explain how characteristic animal
behaviors (e.g., building nests to protect young from cold, herding to protect
young from predators, attracting mates for breeding by producing special sounds
and displaying colorful plumage, transferring pollen or seeds to create conditions for seed germination and growth) and specialized plant structures
(e.g., flower brightness, nectar, and odor attracting birds that transfer
pollen; hard outer shells on seeds providing protection prior to germination)
affect the probability of successful reproduction of both animals and plants.
11 ) Analyze and interpret data to predict how environmental conditions (e.g.,
weather, availability of nutrients, location) and genetic factors (e.g.,
selective breeding of cattle or crops) influence the growth of organisms (e.g.,
drought decreasing plant growth, adequate supply of nutrients for maintaining
normal plant growth, identical plant seeds growing at different rates in
different weather conditions, fish growing larger in large ponds than in small
ponds).
12 ) Construct and use models (e.g., monohybrid crosses using Punnett squares,
diagrams, simulations) to explain that genetic variations between parent and
offspring (e.g., different alleles, mutations) occur as a result of genetic
differences in randomly inherited genes located on chromosomes and that
additional variations may arise from alteration of genetic information.
13 ) Construct an explanation from evidence to describe how genetic mutations
result in harmful, beneficial, or neutral effects to the structure and function
of an organism.
14 ) Gather and synthesize information regarding the impact of technologies
(e.g., hand pollination, selective breeding, genetic engineering, genetic
modification, gene therapy) on the inheritance and/or appearance of desired
traits in organisms.
15 ) Analyze and interpret data for patterns of change in anatomical structures
of organisms using the fossil record and the chronological order of fossil
appearance in rock layers.
16 ) Construct an explanation based on evidence (e.g., cladogram, phylogenetic
tree) for the anatomical similarities and differences among modern organisms and
between modern and fossil organisms, including living fossils (e.g., alligator,
horseshoe crab, nautilus, coelacanth).
17 ) Obtain and evaluate pictorial data to compare patterns in the
embryological development across multiple species to identify relationships not
evident in the adult anatomy.
18 ) Construct an explanation from evidence that natural selection acting over
generations may lead to the predominance of certain traits that support
successful survival and reproduction of a population and to the suppression of
other traits.
1 ) Analyze patterns within the periodic table to construct models (e.g.,
molecular-level models, including drawings; computer representations) that
illustrate the structure, composition, and characteristics of atoms and molecules.
2 ) Plan and carry out investigations to generate evidence supporting the claim
that one pure substance can be distinguished from another based on
characteristic properties.
3 ) Construct explanations based on evidence from investigations to
differentiate among compounds, mixtures, and solutions.
a. Collect and analyze information to illustrate how synthetic materials
(e.g., medicine, food additives, alternative fuels, plastics) are derived from
natural resources and how they impact society.
4 ) Design and conduct an experiment to determine changes in particle motion, temperature, and
state of a pure substance when thermal energy is added to or removed from a system.
5 ) Observe and analyze characteristic properties of substances (e.g., odor,
density, solubility, flammability, melting point, boiling point) before and
after the substances combine to determine if a chemical reaction has occurred.
6 ) Create a model, diagram, or digital simulation to describe conservation of mass in a chemical reaction and explain the resulting differences between products and reactants.
7 ) Design, construct, and test a device (e.g., glow stick, hand warmer, hot or
cold pack, thermal wrap) that either releases or absorbs thermal energy by
chemical reactions (e.g., dissolving ammonium chloride or calcium chloride in
water) and modify the device as needed based on criteria (e.g.,
amount/concentration, time, temperature).*
8 ) Use Newton's first law to demonstrate and explain that an object is either at rest or moves at a constant velocity unless acted upon by an external force (e.g., model car on a table remaining at rest until pushed).
9 ) Use Newton's second law to demonstrate and explain how changes in an object's motion depend on the sum of the external forces on the object and the mass of the object (e.g., billiard balls moving when hit with a cue stick).
10 ) Use Newton's third law to design a model to demonstrate and explain the
resulting motion of two colliding objects (e.g., two cars bumping into each
other, a hammer hitting a nail).*
11 ) Plan and carry out investigations to evaluate how various factors (e.g., electric force produced between two charged objects at various positions; magnetic force produced by an electromagnet with varying number of wire turns, varying number or size of dry cells, and varying size of iron core) affect the strength of electric and magnetic forces.
12 ) Construct an argument from evidence explaining that fields exist between
objects exerting forces on each other (e.g., interactions of magnets,
electrically charged strips of tape, electrically charged pith balls,
gravitational pull of the moon creating tides) even when the objects are not in
contact.
13 ) Create and analyze graphical displays of data to illustrate the
relationships of kinetic energy to the mass and speed of an object (e.g., riding
a bicycle at different speeds, hitting a table tennis ball versus a golf ball,
rolling similar toy cars with different masses down an incline).
14 ) Use models to construct an explanation of how a system of objects may contain varying types and amounts of potential energy (e.g., observing the movement of a roller coaster cart at various inclines, changing the tension in a rubber band, varying the number of batteries connected in a series, observing a balloon with static electrical charge being brought closer to a classmate's hair).
15 ) Analyze and interpret data from experiments to determine how various
factors affect energy transfer as measured by temperature (e.g., comparing final
water temperatures after different masses of ice melt in the same volume of
water with the same initial temperature, observing the temperature change of
samples of different materials with the same mass and the same material with
different masses when adding a specific amount of energy).
16 ) Apply the law of conservation of energy to develop arguments supporting
the claim that when the kinetic energy of an object changes, energy is
transferred to or from the object (e.g., bowling ball hitting pins, brakes being
applied to a car).
NAEP Framework
Alabama Alternate Achievement Standards
Waves and Their Applications in Technologies for Information Transfer
17 ) Create and manipulate a model of a simple wave to predict and describe the
relationships between wave properties (e.g., frequency, amplitude, wavelength)
and energy.
a. Analyze and interpret data to illustrate an electromagnetic spectrum.
19 ) Integrate qualitative information to explain that common communication
devices (e.g., cellular telephones, radios, remote controls, Wi-Fi components,
global positioning systems [GPS], wireless technology components) use
electromagnetic waves to encode and transmit information.
Alabama Alternate Achievement Standards
From Molecules to Organisms: Structures and Processes
1 ) Use models to compare and contrast how the structural characteristics of
carbohydrates, nucleic acids, proteins, and lipids define their function in
organisms.
2 ) Obtain, evaluate, and communicate information to describe the function and
diversity of organelles and structures in various types of cells (e.g., muscle
cells having a large amount of mitochondria, plasmids in bacteria, chloroplasts
in plant cells).
3 ) Formulate an evidence-based explanation regarding how the composition of
deoxyribonucleic acid (DNA) determines the structural organization of proteins.
a. Obtain and evaluate experiments of major scientists and communicate
their contributions to the development of the structure of DNA and to the
development of the central dogma of molecular biology.
b. Obtain, evaluate, and communicate information that explains how advancements in genetic technology (e.g., Human Genome Project, Encyclopedia of DNA Elements [ENCODE] project, 1000 Genomes Project) have contributed to the understanding as to how a genetic change at the DNA level may affect proteins and, in turn, influence the appearance of traits.
c. Obtain information to identify errors that occur during DNA replication
(e.g., deletion, insertion, translocation, substitution, inversion, frame-shift,
point mutations).
4 ) Develop and use models to explain the role of the cell cycle during growth
and maintenance in multicellular organisms (e.g., normal growth and/or
uncontrolled growth resulting in tumors).
NAEP Framework
Alabama Alternate Achievement Standards
Science (2015)
Grade(s): 9 - 12
Biology
All Resources:
0
5 ) Plan and carry out investigations to explain feedback mechanisms (e.g.,
sweating and shivering) and cellular processes (e.g., active and passive
transport) that maintain homeostasis.
a. Plan and carry out investigations to explain how the unique properties
of water (e.g., polarity, cohesion, adhesion) are vital to maintaining
homeostasis in organisms.
Alabama Alternate Achievement Standards
Science (2015)
Grade(s): 9 - 12
Biology
All Resources:
0
6 ) Analyze and interpret data from investigations to explain the role of
products and reactants of photosynthesis and cellular respiration in the cycling
of matter and the flow of energy.
a. Plan and carry out investigations to explain the interactions among
pigments, absorption of light, and reflection of light.
7 ) Develop and use models to illustrate examples of ecological hierarchy
levels, including biosphere, biome, ecosystem, community, population, and
organism.
8 ) Develop and use models to describe the cycling of matter (e.g., carbon,
nitrogen, water) and flow of energy (e.g., food chains, food webs, biomass
pyramids, ten percent law) between abiotic and biotic factors in ecosystems.
NAEP Framework
Alabama Alternate Achievement Standards
Science (2015)
Grade(s): 9 - 12
Biology
All Resources:
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9 ) Use mathematical comparisons and visual representations to support or
refute explanations of factors that affect population growth (e.g., exponential,
linear, logistic).
10 ) Construct an explanation and design a real-world solution to address
changing conditions and ecological succession caused by density-dependent and/or
density-independent factors.*
11 ) Analyze and interpret data collected from probability calculations to
explain the variation of expressed traits within a population.
a. Use mathematics and computation to predict phenotypic and genotypic
ratios and percentages by constructing Punnett squares, including using both
homozygous and heterozygous allele pairs.
b. Develop and use models to demonstrate codominance, incomplete dominance,
and Mendel's laws of segregation and independent assortment.
c. Analyze and interpret data (e.g., pedigree charts, family and population
studies) regarding Mendelian and complex genetic disorders (e.g., sickle-cell
anemia, cystic fibrosis, type 2 diabetes) to determine patterns of genetic
inheritance and disease risks from both genetic and environmental factors.
13 ) Obtain, evaluate, and communicate information to explain how organisms are
classified by physical characteristics, organized into levels of taxonomy, and
identified by binomial nomenclature (e.g., taxonomic classification, dichotomous
keys).
a. Engage in argument to justify the grouping of viruses in a category
separate from living things.
14 ) Analyze and interpret data to evaluate adaptations resulting from natural
and artificial selection that may cause changes in populations over time (e.g.,
antibiotic-resistant bacteria, beak types, peppered moths, pest-resistant
crops).
15 ) Engage in argument from evidence (e.g., mathematical models such as
distribution graphs) to explain how the diversity of organisms is affected by
overpopulation of species, variation due to genetic mutations, and competition
for limited resources.
NAEP Framework
Science (2015)
Grade(s): 9 - 12
Biology
All Resources:
0
16 ) Analyze scientific evidence (e.g., DNA, fossil records, cladograms,
biogeography) to support hypotheses of common ancestry and biological evolution.
1 ) Obtain and communicate information from historical experiments (e.g., work
by Mendeleev and Moseley, Rutherford's gold foil experiment, Thomson's cathode
ray experiment, Millikan's oil drop experiment, Bohr's interpretation of bright
line spectra) to determine the structure and function of an atom and to analyze
the patterns represented in the periodic table.
3 ) Use the periodic table as a systematic representation to predict properties
of elements based on their valence electron arrangement.
a. Analyze data such as physical properties to explain periodic trends of
the elements, including metal/nonmetal/metalloid behavior, electrical/heat
conductivity, electronegativity and electron affinity, ionization energy, and
atomic-covalent/ionic radii, and how they relate to position in the periodic
table.
b. Develop and use models (e.g., Lewis dot, 3-D ball-and-stick, space-filling, valence-shell electron-pair repulsion [VSEPR]) to predict the type of bonding and shape of simple compounds.
c. Use the periodic table as a model to derive formulas and names of ionic
and covalent compounds.
4 ) Plan and conduct an investigation to classify properties of matter as
intensive (e.g., density, viscosity, specific heat, melting point, boiling
point) or extensive (e.g., mass, volume, heat) and demonstrate how intensive
properties can be used to identify a compound.
5 ) Plan and conduct investigations to demonstrate different types of simple
chemical reactions based on valence electron arrangements of the reactants and
determine the quantity of products and reactants.
a. Use mathematics and computational thinking to represent the ratio of
reactants and products in terms of masses, molecules, and moles.
b. Use mathematics and computational thinking to support the claim that
atoms, and therefore mass, are conserved during a chemical reaction.
6 ) Use mathematics and computational thinking to express the concentrations
of solutions quantitatively using molarity.
a. Develop and use models to explain how solutes are dissolved in solvents.
b. Analyze and interpret data to explain effects of temperature on the
solubility of solid, liquid, and gaseous solutes in a solvent and the effects of
pressure on the solubility of gaseous solutes.
c. Design and conduct experiments to test the conductivity of common ionic
and covalent substances in a solution.
d. Use the concept of pH as a model to predict the relative properties of
strong, weak, concentrated, and dilute acids and bases (e.g., Arrhenius and
Brønsted-Lowry acids and bases).
8 ) Refine the design of a given chemical system to illustrate how
LeChâtelier's principle affects a dynamic chemical equilibrium when
subjected to an outside stress (e.g., heating and cooling a saturated sugar-
water solution).*
9 ) Analyze and interpret data (e.g., melting point, boiling point, solubility,
phase-change diagrams) to compare the strength of intermolecular forces and how
these forces affect physical properties and changes.
NAEP Framework
Energy
Science (2015)
Grade(s): 9 - 12
Chemistry
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0
10 ) Plan and conduct experiments that demonstrate how changes in a system (e.g.,
phase changes, pressure of a gas) validate the kinetic molecular theory.
a. Develop a model to explain the relationship between the average kinetic
energy of the particles in a substance and the temperature of the substance
(e.g., no kinetic energy equaling absolute zero [0K or -273.15oC]).
11 ) Construct an explanation that describes how the release or absorption of
energy from a system depends upon changes in the components of the system.
a. Develop a model to illustrate how the changes in total bond energy
determine whether a chemical reaction is endothermic or exothermic.
b. Plan and conduct an investigation that demonstrates the transfer of
thermal energy in a closed system (e.g., using heat capacities of two components
of differing temperatures).
1 ) Investigate and analyze the use of nonrenewable energy sources (e.g.,
fossil fuels, nuclear, natural gas) and renewable energy sources (e.g., solar,
wind, hydroelectric, geothermal) and propose solutions for their impact on the
environment.
Alabama Alternate Achievement Standards
Science (2015)
Grade(s): 9 - 12
Environmental Science
All Resources:
0
2 ) Use models to illustrate and communicate the role of photosynthesis and
cellular respiration as carbon cycles through the biosphere, atmosphere,
hydrosphere, and geosphere.
4 ) Engage in argument from evidence to evaluate how biological or physical
changes within ecosystems (e.g., ecological succession, seasonal flooding,
volcanic eruptions) affect the number and types of organisms, and that changing
conditions may result in a new or altered ecosystem.
NAEP Framework
Alabama Alternate Achievement Standards
Science (2015)
Grade(s): 9 - 12
Environmental Science
All Resources:
0
5 ) Engage in argument from evidence to compare how individual versus group
behavior (e.g., flocking; cooperative behaviors such as hunting, migrating, and
swarming) may affect a species' chance to survive and reproduce over time.
6 ) Obtain, evaluate, and communicate information to describe how human
activity may affect biodiversity and genetic variation of organisms, including
threatened and endangered species.
NAEP Framework
Alabama Alternate Achievement Standards
Science (2015)
Grade(s): 9 - 12
Environmental Science
All Resources:
0
7 ) Analyze and interpret data to investigate how a single change on Earth's
surface may cause changes to other Earth systems (e.g., loss of ground
vegetation causing an increase in water runoff and soil erosion).
Science (2015)
Grade(s): 9 - 12
Environmental Science
All Resources:
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8 ) Engage in an evidence-based argument to explain how over time Earth's systems affect the biosphere and the biosphere affects Earth's systems (e.g., microbial life increasing the formation of soil; corals creating reefs that alter patterns of erosion and deposition along coastlines).
Science (2015)
Grade(s): 9 - 12
Environmental Science
All Resources:
0
9 ) Develop and use models to trace the flow of water, nitrogen, and phosphorus
through the hydrosphere, atmosphere, geosphere, and biosphere.
10 ) Design solutions for protection of natural water resources (e.g.,
bioassessment, methods of water treatment and conservation) considering
properties, uses, and pollutants (e.g., eutrophication, industrial effluents,
agricultural runoffs, point and nonpoint pollution resources).*
11 ) Engage in argument from evidence to defend how coastal, marine, and
freshwater sources (e.g., estuaries, marshes, tidal pools, wetlands, beaches,
inlets, rivers, lakes, oceans, coral reefs) support biodiversity, economic
stability, and human recreation.
12 ) Analyze and interpret data and climate models to predict how global or
regional climate change can affect Earth's systems (e.g., precipitation and
temperature and their associated impacts on sea level, glacial ice volumes, and
atmosphere and ocean composition).
13 ) Obtain, evaluate, and communicate information based on evidence to explain
how key natural resources (e.g., water sources, fertile soils, concentrations of
minerals and fossil fuels), natural hazards, and climate changes influence human
activity (e.g., mass migrations).
Alabama Alternate Achievement Standards
Science (2015)
Grade(s): 9 - 12
Environmental Science
All Resources:
0
14 ) Analyze cost-benefit ratios of competing solutions for developing,
conserving, managing, recycling, and reusing energy and mineral resources to
minimize impacts in natural systems (e.g., determining best practices for
agricultural soil use, mining for coal, and exploring for petroleum and natural
gas sources).*
Science (2015)
Grade(s): 9 - 12
Environmental Science
All Resources:
0
15 ) Construct an explanation based on evidence to determine the relationships
among management of natural resources, human sustainability, and biodiversity
(e.g., resources, waste management, per capita consumption, agricultural
efficiency, urban planning).
Science (2015)
Grade(s): 9 - 12
Environmental Science
All Resources:
0
16 ) Obtain and evaluate information from published results of scientific
computational models to illustrate the relationships among Earth's systems and
how these relationships may be impacted by human activity (e.g., effects of an
increase in atmospheric carbon dioxide on photosynthetic biomass, effect of
ocean acidification on marine populations).
Science (2015)
Grade(s): 9 - 12
Environmental Science
All Resources:
0
17 ) Obtain, evaluate, and communicate geological and biological information to
determine the types of organisms that live in major biomes.
a. Analyze and interpret data collected through geographic research and
field investigations (e.g., relief, topographic, and physiographic maps; rivers;
forest types; watersheds) to describe the biodiversity by region for the state
of Alabama (e.g., terrestrial, freshwater, marine, endangered, invasive).
1 ) Develop and use models to illustrate the lifespan of the sun, including
energy released during nuclear fusion that eventually reaches Earth through
radiation.
2 ) Engage in argument from evidence to compare various theories for the
formation and changing nature of the universe and our solar system (e.g., Big
Bang Theory, Hubble's law, steady state theory, light spectra, motion of distant
galaxies, composition of matter in the universe).
3 ) Evaluate and communicate scientific information (e.g., Hertzsprung-Russell
diagram) in reference to the life cycle of stars using data of both atomic
emission and absorption spectra of stars to make inferences about the presence
of certain elements.
NAEP Framework
Science (2015)
Grade(s): 9 - 12
Earth and Space Science
All Resources:
0
4 ) Apply mathematics and computational thinking in reference to Kepler's laws,
Newton's laws of motion, and Newton's gravitational laws to predict the orbital
motion of natural and man-made objects in the solar system.
5 ) Use mathematics to explain the relationship of the seasons to the tilt of
Earth's axis (e.g., zenith angle, solar angle, surface area) and its revolution
about the sun, addressing intensity and distribution of sunlight on Earth's
surface.
6 ) Obtain and evaluate information about Copernicus, Galileo, Kepler, Newton,
and Einstein to communicate how their findings challenged conventional thinking
and allowed for academic advancements and space exploration.
7 ) Analyze and interpret evidence regarding the theory of plate tectonics,
including geologic activity along plate boundaries and magnetic patterns in
undersea rocks, to explain the ages and movements of continental and oceanic
crusts.
8 ) Develop a time scale model of Earth's biological and geological history to
establish relative and absolute age of major events in Earth's history (e.g.,
radiometric dating, models of geologic cross sections, sedimentary layering,
fossilization, early life forms, folding, faulting, igneous intrusions).
9 ) Obtain, evaluate, and communicate information to explain how constructive
and destructive processes (e.g., weathering, erosion, volcanism, orogeny, plate
tectonics, tectonic uplift) shape Earth's land features (e.g., mountains,
valleys, plateaus) and sea features (e.g., trenches, ridges, seamounts).
10 ) Construct an explanation from evidence for the processes that generate the
transformation of rocks in Earth's crust, including chemical composition of
minerals and characteristics of sedimentary, igneous, and metamorphic rocks.
11 ) Obtain and communicate information about significant geologic
characteristics (e.g., types of rocks and geologic ages, earthquake zones,
sinkholes, caves, abundant fossil fauna, mineral and energy resources) that
impact life in Alabama and the southeastern United States.
12 ) Develop a model of Earth's layers using available evidence to explain the
role of thermal convection in the movement of Earth's materials (e.g., seismic
waves, movement of tectonic plates).
13 ) Analyze and interpret data of interactions between the hydrologic and rock
cycles to explain the mechanical impacts (e.g., stream transportation and
deposition, erosion, frost-wedging) and chemical impacts (e.g., oxidation,
hydrolysis, carbonation) of Earth materials by water's properties.
14 ) Construct explanations from evidence to describe how changes in the flow
of energy through Earth's systems (e.g., volcanic eruptions, solar output, ocean
circulation, surface temperatures, precipitation patterns, glacial ice volumes,
sea levels, Coriolis effect) impact the climate.
15 ) Obtain, evaluate, and communicate information to verify that weather
(e.g., temperature, relative humidity, air pressure, dew point, adiabatic
cooling, condensation, precipitation, winds, ocean currents, barometric
pressure, wind velocity) is influenced by energy transfer within and among the
atmosphere, lithosphere, biosphere, and hydrosphere.
a. Analyze patterns in weather data to predict various systems, including
fronts and severe storms.
b. Use maps and other visualizations to analyze large data sets that
illustrate the frequency, magnitude, and resulting damage from severe weather
events in order to predict the likelihood and severity of future events.
NAEP Framework
Alabama Alternate Achievement Standards
From Molecules to Organisms: Structures and Processes
1 ) Develop and use models and appropriate terminology to identify regions,
directions, planes, and cavities in the human body to locate organs and systems.
2 ) Analyze characteristics of tissue types (e.g., epithelial tissue) and
construct an explanation of how the chemical and structural organizations of the
cells that form these tissues are specialized to conduct the function of that
tissue (e.g., lining, protecting).
Science (2015)
Grade(s): 9 - 12
Human Anatomy and Physiology
All Resources:
0
3 ) Obtain and communicate information to explain the integumentary system's
structure and function, including layers and accessories of skin and types of
membranes.
a. Analyze the effects of pathological conditions (e.g., burns, skin
cancer, bacterial and viral infections, chemical dermatitis) to determine the
body's attempt to maintain homeostasis.
Science (2015)
Grade(s): 9 - 12
Human Anatomy and Physiology
All Resources:
0
4 ) Use models to identify the structure and function of the skeletal system
(e.g., classification of bones by shape, classification of joints and the
appendicular and axial skeletons).
a. Obtain and communicate information to demonstrate understanding of the
growth and development of the skeletal system (e.g., bone growth and
remodeling).
b. Obtain and communicate information to demonstrate understanding of the
pathology of the skeletal system (e.g., types of bone fractures and their
treatment, osteoporosis, rickets, other bone diseases).
Science (2015)
Grade(s): 9 - 12
Human Anatomy and Physiology
All Resources:
0
5 ) Develop and use models to illustrate the anatomy of the muscular system,
including muscle locations and groups, actions, origins and insertions.
a. Plan and conduct investigations to explain the physiology of the
muscular system (e.g., muscle contraction/relaxation, muscle fatigue, muscle
tone), including pathological conditions (e.g., muscular dystrophy).
Science (2015)
Grade(s): 9 - 12
Human Anatomy and Physiology
All Resources:
0
6 ) Obtain, evaluate, and communicate information regarding how the central
nervous system and peripheral nervous system interrelate, including how these
systems affect all other body systems to maintain homeostasis.
a. Use scientific evidence to evaluate the effects of pathology on the
nervous system (e.g., Parkinson's disease, Alzheimer's disease, cerebral palsy, head trauma) and argue possible prevention and treatment options.
b. Design a medication to treat a disorder associated with neurotransmission, including mode of entry into the body, form of medication, and desired effects.*
7 ) Use models to determine the relationship between the structures in and
functions of the cardiovascular system (e.g., components of blood, blood
circulation through the heart and systems of the body, ABO blood groups, anatomy
of the heart, types of blood vessels).
a. Engage in argument from evidence regarding possible prevention and
treatment options related to the pathology of the cardiovascular system (e.g.,
myocardial infarction, mitral valve prolapse, varicose veins, arteriosclerosis,
anemia, high blood pressure).
b. Design and carry out an experiment to test various conditions that affect the heart (e.g., heart rate, blood pressure, electrocardiogram [ECG] output).
8 ) Communicate scientific information to explain the relationship between the
structures and functions, both mechanical (e.g., chewing, churning in stomach)
and chemical (e.g., enzymes, hydrochloric acid [HCl] in stomach), of the
digestive system, including the accessory organs (e.g., salivary glands,
pancreas).
a. Obtain and communicate information to demonstrate an understanding of
the disorders of the digestive system (e.g., ulcers, Crohn's disease,
diverticulitis).
9 ) Develop and use a model to explain how the organs of the respiratory system
function.
a. Engage in argument from evidence describing how environmental (e.g.,
cigarette smoke, polluted air) and genetic factors may affect the respiratory
system, possibly leading to pathological conditions (e.g., cystic fibrosis).
Science (2015)
Grade(s): 9 - 12
Human Anatomy and Physiology
All Resources:
0
10 ) Obtain, evaluate, and communicate information to differentiate between the
male and female reproductive systems, including pathological conditions that
affect each.
a. Use models to demonstrate what occurs in fetal development at each stage
of pregnancy.
Science (2015)
Grade(s): 9 - 12
Human Anatomy and Physiology
All Resources:
0
11 ) Use models to differentiate the structures of the urinary system and to
describe their functions.
a. Analyze and interpret data related to the urinary system to show the
relationship between homeostatic imbalances and disease (e.g., kidney stones,
effects of pH imbalances).
Science (2015)
Grade(s): 9 - 12
Human Anatomy and Physiology
All Resources:
0
12 ) Obtain and communicate information to explain the lymphatic organs and their structure and function.
a. Develop and use a model to explain the body's lines of defense and immunity.
b. Obtain and communicate information to demonstrate an understanding of the disorders of the immune system (e.g., acquired immunodeficiency syndrome [AIDS], severe combined immunodeficiency [SCID]).
13 ) Obtain, evaluate, and communicate information to support the claim that the endocrine glands secrete hormones that help the body maintain homeostasis through feedback loops.
a. Analyze the effects of pathological conditions (e.g., pituitary dwarfism, Addison's disease, diabetes mellitus) caused by imbalance of the hormones of the endocrine glands.
1 ) Investigate and analyze, based on evidence obtained through observation or experimental design, the motion of an object using both graphical and mathematical models (e.g., creating or interpreting graphs of position, velocity, and acceleration versus time graphs for one- and two-dimensional motion; solving problems using kinematic equations for the case of constant acceleration) that may include descriptors such as position, distance traveled, displacement, speed, velocity, and acceleration.
2 ) Identify external forces in a system and apply Newton's laws graphically by using models such as free-body diagrams to explain how the motion of an object is affected, ranging from simple to complex, and including circular motion.
a. Use mathematical computations to derive simple equations of motion for
various systems using Newton's second law.
b. Use mathematical computations to explain the nature of forces (e.g., tension, friction, normal) related to Newton's second and third laws.
3 ) Evaluate qualitatively and quantitatively the relationship between the
force acting on an object, the time of interaction, and the change in
momentum using the impulse-momentum theorem.
4 ) Identify and analyze forces responsible for changes in rotational motion and develop an understanding of the effect of rotational inertia on the motion of a rotating object (e.g., merry-go-round, spinning toy, spinning figure skater, stellar collapse [supernova], rapidly spinning pulsar).
5 ) Construct models that illustrate how energy is related to work performed on or by an object and explain how different forms of energy are transformed from one form to another (e.g., distinguishing between kinetic, potential, and other forms of energy such as thermal and sound; applying both the work-energy theorem and the law of conservation of energy to systems such as roller coasters, falling objects, and spring-mass systems; discussing the effect of frictional forces on energy conservation and how it affects the motion of an object).
7 ) Plan and carry out investigations to provide evidence that the first and
second laws of thermodynamics relate work and heat transfers to the change in
internal energy of a system with limits on the ability to do useful work (e.g.,
heat engine transforming heat at high temperature into mechanical energy and
low-temperature waste heat, refrigerator absorbing heat from the cold reservoir
and giving off heat to the hot reservoir with work being done).
a. Develop models to illustrate methods of heat transfer by conduction
(e.g., an ice cube in water), convection (e.g., currents that transfer heat from
the interior up to the surface), and radiation (e.g., an object in sunlight).
b. Engage in argument from evidence regarding how the second law of
thermodynamics applies to the entropy of open and closed systems.
Waves and Their Applications in Technologies for Information Transfer
8 ) Investigate the nature of wave behavior to illustrate the concept of the
superposition principle responsible for wave patterns, constructive and
destructive interference, and standing waves (e.g., organ pipes, tuned exhaust
systems).
a. Predict and explore how wave behavior is applied to scientific phenomena
such as the Doppler effect and Sound Navigation and
Ranging (SONAR).
Science (2015)
Grade(s): 9 - 12
Physics
All Resources:
0
9 ) Obtain and evaluate information regarding technical devices to describe wave propagation of electromagnetic radiation and compare it to sound propagation. (e.g., wireless telephones, magnetic resonance imaging [MRI], microwave systems, Radio Detection and Ranging [RADAR], SONAR, ultrasound).
10 ) Plan and carry out investigations that evaluate the mathematical
explanations of light as related to optical systems (e.g., reflection,
refraction, diffraction, intensity, polarization, Snell's law, the inverse
square law).
11 ) Develop and use models to illustrate electric and magnetic fields,
including how each is created (e.g., charging by either conduction or induction
and polarizing; sketching field lines for situations such as point charges, a
charged straight wire, or a current carrying wires such as solenoids;
calculating the forces due to Coulomb's laws), and predict the motion of charged
particles in each field and the energy required to move a charge between two
points in each field.
12 ) Use the principles of Ohm's and Kirchhoff's laws to design, construct, and analyze combination circuits using typical components (e.g., resistors, capacitors, diodes, sources of power).
1 ) Use the periodic table as a model to predict the relative properties and trends (e.g., reactivity of metals; types of bonds formed, including ionic, covalent, and polar covalent; numbers of bonds formed; reactions with oxygen) of main group elements based on the patterns of valence electrons in atoms.
NAEP Framework
Science (2015)
Grade(s): 9 - 12
Physical Science
All Resources:
0
2 ) Plan and carry out investigations (e.g., squeezing a balloon, placing a balloon on ice) to identify the relationships that exist among the pressure, volume, density, and temperature of a confined gas
.
4 ) Analyze and interpret data using acid-base indicators (e.g., color-changing
markers, pH paper) to distinguish between acids and bases, including comparisons
between strong and weak acids and bases.
NAEP Framework
Science (2015)
Grade(s): 9 - 12
Physical Science
All Resources:
0
5 ) Use mathematical representations to support and verify the claim that
atoms, and therefore mass, are conserved during a simple chemical reaction.
7 ) Analyze and interpret data for one- and two-dimensional motion applying
basic concepts of distance, displacement, speed, velocity, and acceleration
(e.g., velocity versus time graphs, displacement versus time graphs,
acceleration versus time graphs).
8 ) Apply Newton's laws to predict the resulting motion of a system by constructing force diagrams that identify the external forces acting on the system, including friction (e.g., a book on a table, an object being pushed across a floor, an accelerating car).
Science (2015)
Grade(s): 9 - 12
Physical Science
All Resources:
0
9 ) Use mathematical equations (e.g., (m1v1 +
m2v2) before = (m1v1 +
m2v2) after)
and diagrams to explain that the total momentum of a system of objects is conserved when there is no net external force on the system.
a. Use the laws of conservation of mechanical energy and momentum to
predict the result of one-dimensional elastic collisions.
NAEP Framework
Science (2015)
Grade(s): 9 - 12
Physical Science
All Resources:
0
10 ) Construct simple series and parallel circuits containing resistors and batteries and apply Ohm's law to solve typical problems demonstrating the effect of changing values of resistors and voltages.
11 ) Design and conduct investigations to verify the law of conservation of
energy, including transformations of potential energy, kinetic energy, thermal
energy, and the effect of any work performed on or by the system.
12 ) Design, build, and test the ability of a device (e.g., Rube Goldberg
devices, wind turbines, solar cells, solar ovens) to convert one form of energy
into another form of energy.*
Waves and Their Applications in Technologies for Information Transfer
Science (2015)
Grade(s): 9 - 12
Physical Science
All Resources:
0
13 ) Use mathematical representations to demonstrate the relationships among
wavelength, frequency, and speed of waves (e.g., the relation v = λ f)
traveling in various media (e.g., electromagnetic radiation traveling in a
vacuum and glass, sound waves traveling through air and water, seismic waves
traveling through Earth).
14 ) Propose and defend a hypothesis based on information gathered from
published materials (e.g., trade books, magazines, Internet resources, videos) for and against various claims for the safety of electromagnetic radiation.
NAEP Framework
Science (2015)
Grade(s): 9 - 12
Physical Science
All Resources:
0
15 ) Obtain and communicate information from published materials to explain how transmitting and receiving devices (e.g., cellular telephones, medical-imaging technology, solar cells, wireless Internet, scanners, Sound Navigation and Ranging [SONAR]) use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.