Wisconsin Academic Standards for High School Science
WI.SCI. Science
SCI.CC. Crosscutting Concepts (CC)
SCI.CC7. Students use science and engineering practices, disciplinary core ideas, and an understanding of stability and change to make sense of phenomena and solve problems.
Stability and Change
SCI.CC7.h. Students understand much of science deals with constructing explanations of how things change and how they remain stable. They quantify and model changes in systems over very short or very long periods of time. They see some changes are irreversible, and negative feedback can stabilize a system, while positive feedback can destabilize it. They recognize systems can be designed for greater or lesser stability.
Human biology IBronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks
between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads to its removal. Read more...iWorksheets :4Vocabulary :7
Human biology IIAntigen - a molecule that the immune system recognizes as part of the body or foreign to the body. Appendicular skeleton - a part of the skeleton composed of 126 bones found in the flexible regions of the body, including shoulders, hips and limbs. Axial skeleton - the central, anchoring part of the bony skeleton that
consists of the skull, backbone (vertebrae) and rib cage. Bile - a chemical produced by the liver and stored temporarily in the gall bladder that is released into the intestines to help in fat digestion. Read more...iWorksheets :3Vocabulary :7
SCI.SEP2. Students develop and use models, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.
SCI.SEP2.A. Developing Models – Students use, synthesize, and develop models to predict and show relationships among variables and between systems and their components in the natural and designed world. This includes the following:
SCI.SEP2.A.h.6. Develop and use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and solve problems.
SCI.SEP3. Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.
SCI.SEP3.A. Planning and Conducting Investigations – Students plan and carry out investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models: This includes the following:
SCI.SEP3.A.h.4. Select appropriate tools to collect, record, analyze, and evaluate data.
The science of biologyThe processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Read more...iWorksheets :3
The Science of ChemistryWhich substance is a binary compound - ammonia, argon, glucose or glycerol? Which molecule is polar and contains polar bonds? Which atom will form an ionic bond with a Br atom - N, Li, O or C? By which process is petroleum separated into its components according to their different boiling points? Read more...iWorksheets :3
SCI.SEP4. Students analyze and interpret data, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.
SCI.SEP4.A. Analyze and Interpret Data – Students engage in more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. This includes the following:
SCI.SEP4.A.h.1. Analyze data using tools, technologies, and models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
SCI.SEP4.A.h.2. Apply concepts of statistics and probability to scientific and engineering questions and problems, using digital tools when feasible. Concepts should include determining the fit of functions, slope, and intercepts to data, along with correlation coefficients when the data is linear.
Genetics and heredity IHow many chromosomes would normally be contained in a gamete? Match each Genetics and heredity term to its definition like Genetic code, Crossing-over, Fertilization, Codon, Dominant allele, Ribosomes, Sex cells, Punnett square, Prophase II. Read more...iWorksheets :4Vocabulary :7
SCI.SEP5. Students use mathematics and computational thinking, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.
SCI.SEP5.A. Qualitative and Quantitative Data – Students use algebraic thinking and analysis, a range of linear and nonlinear functions (including trigonometric functions, exponentials, and logarithms), and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. This includes the following:
SCI.SEP5.A.h.3. Use mathematical, computational, and algorithmic representations of phenomena or design solutions to describe and support claims and explanations.
SCI.SEP5.A.h.6. Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, and others).
SCI.LS1. Students use science and engineering practices, crosscutting concepts, and an understanding of structures and processes (on a scale from molecules to organisms) to make sense of phenomena and solve problem.
SCI.LS1.A. Structure and Function
SCI.LS1.A.h. Systems of specialized cells within organisms help perform essential functions of life. Any one system in an organism is made up of numerous parts. Feedback mechanisms maintain an organism’s internal conditions within certain limits and mediate behaviors.
Human biology IBronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks
between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads to its removal. Read more...iWorksheets :4Vocabulary :7
Human biology IIAntigen - a molecule that the immune system recognizes as part of the body or foreign to the body. Appendicular skeleton - a part of the skeleton composed of 126 bones found in the flexible regions of the body, including shoulders, hips and limbs. Axial skeleton - the central, anchoring part of the bony skeleton that
consists of the skull, backbone (vertebrae) and rib cage. Bile - a chemical produced by the liver and stored temporarily in the gall bladder that is released into the intestines to help in fat digestion. Read more...iWorksheets :3Vocabulary :7
SCI.LS1.B. Growth and Development of Organisms
SCI.LS1.B.h. Growth and division of cells in organisms occurs by mitosis and differentiation for specific cell type.
Cell ReproductionThe process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4
SCI.LS1.C. Organization for Matter and Energy Flow in Organisms
SCI.LS1.C.h. The molecules produced through photosynthesis are used to make amino acids and other molecules that can be assembled into proteins or DNA. Through cellular respiration, matter and energy flow through different organizational levels of an organism as elements are recombined to form different products and transfer energy.
Cell processesFreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7
SCI.LS1.D. Information Processing
SCI.LS1.D.h. Organisms can process and store a variety of information through specific chemicals and interconnected networks.
Human biology IBronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks
between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads to its removal. Read more...iWorksheets :4Vocabulary :7
Human biology IIAntigen - a molecule that the immune system recognizes as part of the body or foreign to the body. Appendicular skeleton - a part of the skeleton composed of 126 bones found in the flexible regions of the body, including shoulders, hips and limbs. Axial skeleton - the central, anchoring part of the bony skeleton that
consists of the skull, backbone (vertebrae) and rib cage. Bile - a chemical produced by the liver and stored temporarily in the gall bladder that is released into the intestines to help in fat digestion. Read more...iWorksheets :3Vocabulary :7
SCI.LS2. Students use science and engineering practices, crosscutting concepts, and an understanding of the interactions, energy, and dynamics within ecosystems to make sense of phenomena and solve problems.
SCI.LS2.B. Cycles of Matter and Energy Transfer in Ecosystems
SCI.LS2.B.h. Photosynthesis and cellular respiration provide most of the energy for life processes. Only a fraction of matter consumed at the lower level of a food web is transferred up, resulting in fewer organisms at higher levels. At each link in an ecosystem, elements are combined in different ways, and matter and energy are conserved. Photosynthesis and cellular respiration are key components of the global carbon cycle.
Cell processesFreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7
Photosynthesis and respirationPhotosynthesis may be thought of as a chemical reaction in which carbon dioxide from the air and water from the soil plus solar energy combine to produce carbohydrate and oxygen. What is similarity between human skeletal muscles and some bacteria? Match each Photosynthesis ad respiration term to its definition like Glucose, Chloroplast, Organelle, Guard Cells and many more. Read more...iWorksheets :4Vocabulary :2
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
SCI.LS3. Students use science and engineering practices, crosscutting concepts, and an understanding of heredity to make sense of phenomena and solve problems.
SCI.LS3.A. Inheritance of Traits
SCI.LS3.A.h. DNA carries instructions for forming species’ characteristics. Each cell in an organism has the same genetic content, but genes expressed by cells can differ.
Cell ReproductionThe process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
Genetics and heredity IHow many chromosomes would normally be contained in a gamete? Match each Genetics and heredity term to its definition like Genetic code, Crossing-over, Fertilization, Codon, Dominant allele, Ribosomes, Sex cells, Punnett square, Prophase II. Read more...iWorksheets :4Vocabulary :7
SCI.LS3.B. Variation of Traits
SCI.LS3.B.h. The variation and distribution of traits in a population depend on genetic and environmental factors. Genetic variation can result from mutations caused by environmental factors or errors in DNA replication, or from chromosomes swapping sections during meiosis.
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
SCI.LS4. Students use science and engineering practices, crosscutting concepts, and an understanding of biological evolution to make sense of phenomena and solve problems.
SCI.LS4.B. Natural Selection
SCI.LS4.B.h. Natural selection occurs only if there is variation in the genes and traits between organisms in a population. Traits that positively affect survival can become more common in a population.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
SCI.LS4.C. Adaptation
SCI.LS4.C.h. Evolution results primarily from genetic variation of individuals in a species, competition for resources, and proliferation of organisms better able to survive and reproduce. Adaptation means that the distribution of traits in a population, as well as species expansion, emergence, or extinction, can change when conditions change.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
SCI.LS4.D. Biodiversity and Humans
SCI.LS4.D.h. Biodiversity is increased by formation of new species and reduced by extinction. Humans depend on biodiversity but also have adverse impacts on it. Sustaining biodiversity is essential to supporting life on Earth.
Vertebrates IIA vertebrate is an animal with a spinal cord surrounded by cartilage or bone. The vertebrates are also characterized by a muscular system consisting primarily of bilaterally paired masses and a central nervous system partly enclosed within the backbone. The 7 classes of vertebrates are: Class Aves, Class Reptilia, Class Agnatha, Class Amphibia, Class Mammalia, Class Osteichthyes, Class Chondrichthyes. Read more...iWorksheets :3Vocabulary :3
SCI.PS1. Students use science and engineering practices, crosscutting concepts, and an understanding of matter and its interactions to make sense of phenomena and solve problems.
SCI.PS1.A. Structures and Properties of Matter
SCI.PS1.A.h. The sub-atomic structural model and interactions between electric charges at the atomic scale can be used to explain the structure and interactions of matter, including chemical reactions and nuclear processes. Repeating patterns of the periodic table reflect patterns of outer electrons. A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy to take the molecule apart.
Matter and EnergyMatter is any substance that has mass and takes up space. Energy can be transferred as heat or as work. Energy is a property that matter has. Read more...iWorksheets :3
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
SCI.PS1.B.h. Chemical processes are understood in terms of collisions of molecules, rearrangement of atoms, and changes in energy as determined by properties of elements involved.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
SCI.PS2. Students use science and engineering practices, crosscutting concepts, and an understanding of forces, interactions, motion and stability to make sense of phenomena and solve problems.
SCI.PS2.A. Forces and Motion
SCI.PS2.A.h.1. Motion and changes in motion can be quantitatively described using concepts of speed, velocity, and acceleration (including speeding up, slowing down, and/or changing direction).
SCI.PS2.A.h.3. If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system.
SCI.PS2.B.h.1. Forces at a distance are explained by fields that can transfer energy and can be described in terms of the arrangement and properties of the interacting objects and the distance between them. These forces can be used to describe the relationship between electrical and magnetic fields.
ElectromagnetismThe production of a magnetic field around an electrical current is called electromagnetism. Read more...iWorksheets :3
SCI.PS3. Students use science and engineering practices, crosscutting concepts, and an understanding of energy to make sense of phenomena and solve problems.
SCI.PS3.B. Conservation of Energy and Energy Transfer
SCI.PS3.B.h. The total energy within a system is conserved. Energy transfer within and between systems can be described and predicted in terms of energy associated with the motion or configuration of particles (objects).
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
SCI.PS3.C. Relationships Between Energy and Forces
SCI.PS3.C.h. Fields contain energy that depends on the arrangement of the objects in the field.
SCI.PS3.D. Energy in Chemical Processes and Everyday Life
SCI.PS3.D.h. Photosynthesis is the primary biological means of capturing radiation from the sun; energy cannot be destroyed, but it can be converted to less useful forms.
Cell processesFreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7
Photosynthesis and respirationPhotosynthesis may be thought of as a chemical reaction in which carbon dioxide from the air and water from the soil plus solar energy combine to produce carbohydrate and oxygen. What is similarity between human skeletal muscles and some bacteria? Match each Photosynthesis ad respiration term to its definition like Glucose, Chloroplast, Organelle, Guard Cells and many more. Read more...iWorksheets :4Vocabulary :2
SCI.PS4. Students use science and engineering practices, crosscutting concepts, and an understanding of waves and their applications in technologies for information transfer to make sense of phenomena and solve problems.
SCI.PS4.A. Wave Properties
SCI.PS4.A.h. The wavelength and frequency of a wave are related to one another by the speed of the wave, which depends on the type of wave and the medium through which it is passing. Waves can be used to transmit information and energy.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
SCI.PS4.B.h. Both an electromagnetic wave model and a photon model explain features of electromagnetic radiation broadly and describe common applications of electromagnetic radiation.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
SCI.ESS. Disciplinary Core Idea: Earth and Space Sciences (ESS)
SCI.ESS1. Students use science and engineering practices, crosscutting concepts, and an understanding of Earth’s place in the universe to make sense of phenomena and solve problems.
SCI.ESS1.A. The Universe and Its Stars
SCI.ESS1.A.h. Light spectra from stars are used to determine their characteristics, processes, and lifecycles. Solar activity creates the elements through nuclear fusion. The development of technologies has provided the astronomical data that provide the empirical evidence for the Big Bang theory.
SCI.ESS1.B.h. Kepler’s laws describe common features of the motions of orbiting objects. Observations from astronomy and space probes provide evidence for explanations of solar system formation. Cyclical changes in Earth’s tilt and orbit, occurring over tens to hundreds of thousands of years, cause cycles of ice ages and other gradual climate changes.
SCI.ESS1.C.h. The rock record resulting from tectonic and other geoscience processes as well as objects from the solar system can provide evidence of Earth’s early history and the relative ages of major geologic formations.
SCI.ESS2. Students use science and engineering practices, crosscutting concepts, and an understanding of Earth’s systems to make sense of phenomena and solve problems.
SCI.ESS2.B. Plate Tectonics and Large-Scale System Interactions
SCI.ESS2.B.h. Radioactive decay within Earth’s interior contributes to thermal convection in the mantle.
SCI.ESS2.C. The Roles of Water in Earth’s Surface Processes
SCI.ESS2.C.h. The planet’s dynamics are greatly influenced by water’s unique chemical and physical properties.
SCI.ESS2.D.h. The role of radiation from the sun and its interactions with the atmosphere, ocean, and land are the foundation for the global climate system. Global climate models are used to predict future changes, including changes influenced by human behavior and natural factors.
SCI.ESS2.E. Biogeology
SCI.ESS2.E.h. The biosphere and Earth’s other systems have many interconnections that cause a continual coevolution of Earth’s surface and life on it.
SCI.ESS3. Students use science and engineering practices, crosscutting concepts, and an understanding of the Earth and human activity to make sense of phenomena and solve problems.
SCI.ESS3.B. Natural Hazards
SCI.ESS3.B.h. Natural hazards and other geological events have shaped the course of human history at local, regional, and global scales.
SCI.ESS3.C.h. Sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources, including the development of technologies.
SCI.ESS3.D.h. Global climate models used to predict changes continue to be improved, although discoveries about the global climate system are ongoing and continually needed.
SCI.ETS. Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS)
SCI.ETS3. Students use science and engineering practices, crosscutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems.
SCI.ETS3.B. Science and Engineering Are Unique Ways of Thinking with Different Purposes
SCI.ETS3.B.h.1. Science is both a body of knowledge that represents current understanding of natural systems and the processes used to refine, elaborate, revise and extend this knowledge. These processes differentiate science from other ways of knowing.
SCI.CC7. Students use science and engineering practices, disciplinary core ideas, and an understanding of stability and change to make sense of phenomena and solve problems.
Stability and Change
SCI.CC7.h. Students understand much of science deals with constructing explanations of how things change and how they remain stable. They quantify and model changes in systems over very short or very long periods of time. They see some changes are irreversible, and negative feedback can stabilize a system, while positive feedback can destabilize it. They recognize systems can be designed for greater or lesser stability.
SCI.SEP3. Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.
SCI.SEP3.A. Planning and Conducting Investigations – Students plan and carry out investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models: This includes the following:
SCI.SEP3.A.h.4. Select appropriate tools to collect, record, analyze, and evaluate data.
SCI.SEP4. Students analyze and interpret data, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.
SCI.SEP4.A. Analyze and Interpret Data – Students engage in more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. This includes the following:
SCI.SEP4.A.h.1. Analyze data using tools, technologies, and models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
SCI.PS2. Students use science and engineering practices, crosscutting concepts, and an understanding of forces, interactions, motion and stability to make sense of phenomena and solve problems.
SCI.PS2.A. Forces and Motion
SCI.PS2.A.h.1. Motion and changes in motion can be quantitatively described using concepts of speed, velocity, and acceleration (including speeding up, slowing down, and/or changing direction).
SCI.PS2.B.h.1. Forces at a distance are explained by fields that can transfer energy and can be described in terms of the arrangement and properties of the interacting objects and the distance between them. These forces can be used to describe the relationship between electrical and magnetic fields.
SCI.PS3. Students use science and engineering practices, crosscutting concepts, and an understanding of energy to make sense of phenomena and solve problems.
SCI.PS3.C. Relationships Between Energy and Forces
SCI.PS3.C.h. Fields contain energy that depends on the arrangement of the objects in the field.
SCI.PS4. Students use science and engineering practices, crosscutting concepts, and an understanding of waves and their applications in technologies for information transfer to make sense of phenomena and solve problems.
SCI.PS4.A. Wave Properties
SCI.PS4.A.h. The wavelength and frequency of a wave are related to one another by the speed of the wave, which depends on the type of wave and the medium through which it is passing. Waves can be used to transmit information and energy.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
SCI.PS4.B. Electromagnetic Radiation
SCI.PS4.B.h. Both an electromagnetic wave model and a photon model explain features of electromagnetic radiation broadly and describe common applications of electromagnetic radiation.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
SCI.ESS. Disciplinary Core Idea: Earth and Space Sciences (ESS)
SCI.ESS1. Students use science and engineering practices, crosscutting concepts, and an understanding of Earth’s place in the universe to make sense of phenomena and solve problems.
SCI.ESS1.A. The Universe and Its Stars
SCI.ESS1.A.h. Light spectra from stars are used to determine their characteristics, processes, and lifecycles. Solar activity creates the elements through nuclear fusion. The development of technologies has provided the astronomical data that provide the empirical evidence for the Big Bang theory.
SCI.ESS1.B.h. Kepler’s laws describe common features of the motions of orbiting objects. Observations from astronomy and space probes provide evidence for explanations of solar system formation. Cyclical changes in Earth’s tilt and orbit, occurring over tens to hundreds of thousands of years, cause cycles of ice ages and other gradual climate changes.
SCI.ESS1.C.h. The rock record resulting from tectonic and other geoscience processes as well as objects from the solar system can provide evidence of Earth’s early history and the relative ages of major geologic formations.
SCI.ESS2. Students use science and engineering practices, crosscutting concepts, and an understanding of Earth’s systems to make sense of phenomena and solve problems.
SCI.ESS2.B. Plate Tectonics and Large-Scale System Interactions
SCI.ESS2.B.h. Radioactive decay within Earth’s interior contributes to thermal convection in the mantle.
SCI.ESS2.C. The Roles of Water in Earth’s Surface Processes
SCI.ESS2.C.h. The planet’s dynamics are greatly influenced by water’s unique chemical and physical properties.
SCI.ESS2.D.h. The role of radiation from the sun and its interactions with the atmosphere, ocean, and land are the foundation for the global climate system. Global climate models are used to predict future changes, including changes influenced by human behavior and natural factors.
SCI.ESS2.E. Biogeology
SCI.ESS2.E.h. The biosphere and Earth’s other systems have many interconnections that cause a continual coevolution of Earth’s surface and life on it.
SCI.ESS3. Students use science and engineering practices, crosscutting concepts, and an understanding of the Earth and human activity to make sense of phenomena and solve problems.
SCI.ESS3.B. Natural Hazards
SCI.ESS3.B.h. Natural hazards and other geological events have shaped the course of human history at local, regional, and global scales.
SCI.ESS3.C.h. Sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources, including the development of technologies.
SCI.ESS3.D.h. Global climate models used to predict changes continue to be improved, although discoveries about the global climate system are ongoing and continually needed.
SCI.ETS. Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS)
SCI.ETS3. Students use science and engineering practices, crosscutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems.
SCI.ETS3.B. Science and Engineering Are Unique Ways of Thinking with Different Purposes
SCI.ETS3.B.h.1. Science is both a body of knowledge that represents current understanding of natural systems and the processes used to refine, elaborate, revise and extend this knowledge. These processes differentiate science from other ways of knowing.
SCI.CC7. Students use science and engineering practices, disciplinary core ideas, and an understanding of stability and change to make sense of phenomena and solve problems.
Stability and Change
SCI.CC7.h. Students understand much of science deals with constructing explanations of how things change and how they remain stable. They quantify and model changes in systems over very short or very long periods of time. They see some changes are irreversible, and negative feedback can stabilize a system, while positive feedback can destabilize it. They recognize systems can be designed for greater or lesser stability.
SCI.SEP3. Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.
SCI.SEP3.A. Planning and Conducting Investigations – Students plan and carry out investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models: This includes the following:
SCI.SEP3.A.h.4. Select appropriate tools to collect, record, analyze, and evaluate data.
SCI.SEP4. Students analyze and interpret data, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.
SCI.SEP4.A. Analyze and Interpret Data – Students engage in more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. This includes the following:
SCI.SEP4.A.h.1. Analyze data using tools, technologies, and models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
SCI.PS2. Students use science and engineering practices, crosscutting concepts, and an understanding of forces, interactions, motion and stability to make sense of phenomena and solve problems.
SCI.PS2.A. Forces and Motion
SCI.PS2.A.h.1. Motion and changes in motion can be quantitatively described using concepts of speed, velocity, and acceleration (including speeding up, slowing down, and/or changing direction).
SCI.PS2.B.h.1. Forces at a distance are explained by fields that can transfer energy and can be described in terms of the arrangement and properties of the interacting objects and the distance between them. These forces can be used to describe the relationship between electrical and magnetic fields.
SCI.PS3. Students use science and engineering practices, crosscutting concepts, and an understanding of energy to make sense of phenomena and solve problems.
SCI.PS3.C. Relationships Between Energy and Forces
SCI.PS3.C.h. Fields contain energy that depends on the arrangement of the objects in the field.
SCI.PS4. Students use science and engineering practices, crosscutting concepts, and an understanding of waves and their applications in technologies for information transfer to make sense of phenomena and solve problems.
SCI.PS4.A. Wave Properties
SCI.PS4.A.h. The wavelength and frequency of a wave are related to one another by the speed of the wave, which depends on the type of wave and the medium through which it is passing. Waves can be used to transmit information and energy.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
SCI.PS4.B. Electromagnetic Radiation
SCI.PS4.B.h. Both an electromagnetic wave model and a photon model explain features of electromagnetic radiation broadly and describe common applications of electromagnetic radiation.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
SCI.ESS. Disciplinary Core Idea: Earth and Space Sciences (ESS)
SCI.ESS1. Students use science and engineering practices, crosscutting concepts, and an understanding of Earth’s place in the universe to make sense of phenomena and solve problems.
SCI.ESS1.A. The Universe and Its Stars
SCI.ESS1.A.h. Light spectra from stars are used to determine their characteristics, processes, and lifecycles. Solar activity creates the elements through nuclear fusion. The development of technologies has provided the astronomical data that provide the empirical evidence for the Big Bang theory.
SCI.ESS1.B.h. Kepler’s laws describe common features of the motions of orbiting objects. Observations from astronomy and space probes provide evidence for explanations of solar system formation. Cyclical changes in Earth’s tilt and orbit, occurring over tens to hundreds of thousands of years, cause cycles of ice ages and other gradual climate changes.
SCI.ESS1.C.h. The rock record resulting from tectonic and other geoscience processes as well as objects from the solar system can provide evidence of Earth’s early history and the relative ages of major geologic formations.
SCI.ESS2. Students use science and engineering practices, crosscutting concepts, and an understanding of Earth’s systems to make sense of phenomena and solve problems.
SCI.ESS2.B. Plate Tectonics and Large-Scale System Interactions
SCI.ESS2.B.h. Radioactive decay within Earth’s interior contributes to thermal convection in the mantle.
SCI.ESS2.C. The Roles of Water in Earth’s Surface Processes
SCI.ESS2.C.h. The planet’s dynamics are greatly influenced by water’s unique chemical and physical properties.
SCI.ESS2.D.h. The role of radiation from the sun and its interactions with the atmosphere, ocean, and land are the foundation for the global climate system. Global climate models are used to predict future changes, including changes influenced by human behavior and natural factors.
SCI.ESS2.E. Biogeology
SCI.ESS2.E.h. The biosphere and Earth’s other systems have many interconnections that cause a continual coevolution of Earth’s surface and life on it.
SCI.ESS3. Students use science and engineering practices, crosscutting concepts, and an understanding of the Earth and human activity to make sense of phenomena and solve problems.
SCI.ESS3.B. Natural Hazards
SCI.ESS3.B.h. Natural hazards and other geological events have shaped the course of human history at local, regional, and global scales.
SCI.ESS3.C.h. Sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources, including the development of technologies.
SCI.ESS3.D.h. Global climate models used to predict changes continue to be improved, although discoveries about the global climate system are ongoing and continually needed.
SCI.ETS. Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS)
SCI.ETS3. Students use science and engineering practices, crosscutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems.
SCI.ETS3.B. Science and Engineering Are Unique Ways of Thinking with Different Purposes
SCI.ETS3.B.h.1. Science is both a body of knowledge that represents current understanding of natural systems and the processes used to refine, elaborate, revise and extend this knowledge. These processes differentiate science from other ways of knowing.
SCI.CC7. Students use science and engineering practices, disciplinary core ideas, and an understanding of stability and change to make sense of phenomena and solve problems.
Stability and Change
SCI.CC7.h. Students understand much of science deals with constructing explanations of how things change and how they remain stable. They quantify and model changes in systems over very short or very long periods of time. They see some changes are irreversible, and negative feedback can stabilize a system, while positive feedback can destabilize it. They recognize systems can be designed for greater or lesser stability.
SCI.SEP3. Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.
SCI.SEP3.A. Planning and Conducting Investigations – Students plan and carry out investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models: This includes the following:
SCI.SEP3.A.h.4. Select appropriate tools to collect, record, analyze, and evaluate data.
SCI.SEP4. Students analyze and interpret data, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.
SCI.SEP4.A. Analyze and Interpret Data – Students engage in more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. This includes the following:
SCI.SEP4.A.h.1. Analyze data using tools, technologies, and models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
SCI.PS2. Students use science and engineering practices, crosscutting concepts, and an understanding of forces, interactions, motion and stability to make sense of phenomena and solve problems.
SCI.PS2.A. Forces and Motion
SCI.PS2.A.h.1. Motion and changes in motion can be quantitatively described using concepts of speed, velocity, and acceleration (including speeding up, slowing down, and/or changing direction).
SCI.PS2.B.h.1. Forces at a distance are explained by fields that can transfer energy and can be described in terms of the arrangement and properties of the interacting objects and the distance between them. These forces can be used to describe the relationship between electrical and magnetic fields.
SCI.PS3. Students use science and engineering practices, crosscutting concepts, and an understanding of energy to make sense of phenomena and solve problems.
SCI.PS3.C. Relationships Between Energy and Forces
SCI.PS3.C.h. Fields contain energy that depends on the arrangement of the objects in the field.
SCI.PS4. Students use science and engineering practices, crosscutting concepts, and an understanding of waves and their applications in technologies for information transfer to make sense of phenomena and solve problems.
SCI.PS4.A. Wave Properties
SCI.PS4.A.h. The wavelength and frequency of a wave are related to one another by the speed of the wave, which depends on the type of wave and the medium through which it is passing. Waves can be used to transmit information and energy.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
SCI.PS4.B. Electromagnetic Radiation
SCI.PS4.B.h. Both an electromagnetic wave model and a photon model explain features of electromagnetic radiation broadly and describe common applications of electromagnetic radiation.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
SCI.ESS. Disciplinary Core Idea: Earth and Space Sciences (ESS)
SCI.ESS1. Students use science and engineering practices, crosscutting concepts, and an understanding of Earth’s place in the universe to make sense of phenomena and solve problems.
SCI.ESS1.A. The Universe and Its Stars
SCI.ESS1.A.h. Light spectra from stars are used to determine their characteristics, processes, and lifecycles. Solar activity creates the elements through nuclear fusion. The development of technologies has provided the astronomical data that provide the empirical evidence for the Big Bang theory.
SCI.ESS1.B.h. Kepler’s laws describe common features of the motions of orbiting objects. Observations from astronomy and space probes provide evidence for explanations of solar system formation. Cyclical changes in Earth’s tilt and orbit, occurring over tens to hundreds of thousands of years, cause cycles of ice ages and other gradual climate changes.
SCI.ESS1.C.h. The rock record resulting from tectonic and other geoscience processes as well as objects from the solar system can provide evidence of Earth’s early history and the relative ages of major geologic formations.
SCI.ESS2. Students use science and engineering practices, crosscutting concepts, and an understanding of Earth’s systems to make sense of phenomena and solve problems.
SCI.ESS2.B. Plate Tectonics and Large-Scale System Interactions
SCI.ESS2.B.h. Radioactive decay within Earth’s interior contributes to thermal convection in the mantle.
SCI.ESS2.C. The Roles of Water in Earth’s Surface Processes
SCI.ESS2.C.h. The planet’s dynamics are greatly influenced by water’s unique chemical and physical properties.
SCI.ESS2.D.h. The role of radiation from the sun and its interactions with the atmosphere, ocean, and land are the foundation for the global climate system. Global climate models are used to predict future changes, including changes influenced by human behavior and natural factors.
SCI.ESS2.E. Biogeology
SCI.ESS2.E.h. The biosphere and Earth’s other systems have many interconnections that cause a continual coevolution of Earth’s surface and life on it.
SCI.ESS3. Students use science and engineering practices, crosscutting concepts, and an understanding of the Earth and human activity to make sense of phenomena and solve problems.
SCI.ESS3.B. Natural Hazards
SCI.ESS3.B.h. Natural hazards and other geological events have shaped the course of human history at local, regional, and global scales.
SCI.ESS3.C.h. Sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources, including the development of technologies.
SCI.ESS3.D.h. Global climate models used to predict changes continue to be improved, although discoveries about the global climate system are ongoing and continually needed.
SCI.ETS. Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS)
SCI.ETS3. Students use science and engineering practices, crosscutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems.
SCI.ETS3.B. Science and Engineering Are Unique Ways of Thinking with Different Purposes
SCI.ETS3.B.h.1. Science is both a body of knowledge that represents current understanding of natural systems and the processes used to refine, elaborate, revise and extend this knowledge. These processes differentiate science from other ways of knowing.